Liljedahl Matilda, Boman Lena Engqvist, Fält Charlotte Porthén, Bolander Laksov Klara
Unit for Medical Education, Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, 171 77, Stockholm, Sweden,
Adv Health Sci Educ Theory Pract. 2015 Aug;20(3):765-79. doi: 10.1007/s10459-014-9564-y. Epub 2014 Oct 14.
This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.
本文探讨并对比了本科医学和护理专业学生在临床学习环境中的经历。运用学习的社会文化视角和解释性方法，采用内容分析法对15名医学和护理专业学生进行了深度访谈。学生的经历通过临床实习“前”“中”“后”的框架来描述。分析得出了三个主要主题，对比了医学和护理专业学生在临床学习环境中的经历：（1）对实习的期望；（2）与带教老师的关系；（3）学习重点。研究结果有助于增进对医学和护理专业学生在临床环境中学习方式的理解；还表明临床学习环境不仅有助于学生融入未来职业，也有助于他们融入学习者角色的社会化过程。在设计跨专业学习活动时应考虑两个专业之间的差异。此外，研究结果可作为临床带教老师反思如何改善临床学习环境中学生学习情况的工具。
