Hägg-Martinell Ann, Hult Håkan, Henriksson Peter, Kiessling Anna
Department of Clinical Science, Division of Cardiovascular Medicine, Danderyd Hospital, Stockholm, Sweden.
Educ Health (Abingdon). 2014 Jan-Apr;27(1):15-23. doi: 10.4103/1357-6283.134296.
The healthcare system is complex and the education of medical and nursing students is not always a priority within it. However, education offered at the point of care provides students with opportunities to apply knowledge, and to develop the necessary skills and attitudes needed to practice their future profession. The major objective of this study was to identify students' views of generic aspects of the healthcare environment that influences their progress towards professional competence.
We collected free text answers of 75 medical students and 23 nursing students who had completed an extensive questionnaire concerning their learning in clinical wards. In order to obtain richer data and a deeper understanding, we also interviewed a purposive sample of students. Qualitative content analysis was conducted.
We identified three themes: (1) How management, planning and organising for learning enabled content and learning activities to relate to the syllabus and workplace, and how this management influenced space and resources for supervision and learning; (2) Workplace culture elucidated how hierarchies and communication affected student learning and influenced their professional development and (3) Learning a profession illustrated the importance of supervisors' approaches to students, their enthusiasm and ability to build relationships, and their feedback to students on performance.
From a student perspective, a valuable learning environment is characterised as one where management, planning and organising are aligned and support learning. Students experience a professional growth when the community of practice accepts them, and competent and enthusiastic supervisors give them opportunities to interact with patients and to develop their own responsibilities.
医疗保健系统复杂，医学和护理专业学生的教育在该系统中并非总是优先事项。然而，在护理现场提供的教育为学生提供了应用知识的机会，并培养他们未来从事该职业所需的必要技能和态度。本研究的主要目的是确定学生对影响其职业能力发展的医疗保健环境一般方面的看法。
我们收集了75名医学生和23名护理学生的自由文本答案，他们完成了一份关于在临床病房学习情况的详尽问卷。为了获得更丰富的数据和更深入的理解，我们还对有目的选取的学生样本进行了访谈。进行了定性内容分析。
我们确定了三个主题：（1）学习的管理、规划和组织如何使学习内容和活动与教学大纲及工作场所相关联，以及这种管理如何影响监督和学习的空间及资源；（2）工作场所文化阐明了等级制度和沟通如何影响学生学习并影响他们的职业发展；（3）职业学习说明了带教老师对待学生的方式、他们建立关系的热情和能力以及他们对学生表现的反馈的重要性。
从学生的角度来看，一个有价值的学习环境的特点是管理、规划和组织协调一致并支持学习。当实践社区接纳学生，有能力且热情的带教老师给予他们与患者互动并培养自身责任感的机会时，学生就能实现职业成长。
