Hold Judith L, Blake Barbara J, Ward Elizabeth N
Wellstar School of Nursing, Kennesaw State University, 1000 Chastain Road, Building 41, Office 3127, United States.
Wellstar School of Nursing, Kennesaw State University, 1000 Chastain Road, Kennesaw, GA 30144, United States.
Nurse Educ Today. 2015 Jun;35(6):777-81. doi: 10.1016/j.nedt.2015.02.011. Epub 2015 Feb 26.
The Carnegie Foundation has identified three professional apprenticeships in nursing that are key to helping students acquire a professional identity. These apprenticeships integrate knowledge acquisition (cognitive apprenticeship), practical experience (practical apprenticeship), and an ethical identity (ethical comportment) for guiding conduct. To ensure that patients have a good death, it is important that faculty incorporate diverse teaching strategies from all three apprenticeships into palliative and end-of life nursing education.
The purpose of this study was to examine perceptions and experiences of nursing students enrolled in a palliative and end-of-life nursing elective that was developed and implemented using the three professional apprenticeships.
A qualitative research design was used to obtain data from students who completed the palliative and end-of-life nursing elective.
The study was implemented at a state supported baccalaureate nursing program located in the south eastern United States.
A purposive sample of 19 students who had completed the palliative and end-of-life nursing elective was included in the study.
After completing the course, focus groups were conducted with the student participants. Discussion was guided by questions to elicit which experiences were most helpful to student learning. Thematic analysis of the data was conducted by three researchers.
Three themes reflecting the apprenticeships were identified: learning from stories, learning from being there, and learning from caring. Students' understandings about end-of-life care were enhanced by incorporating teaching strategies addressing the apprenticeships.
In end-of-life nursing education, teaching strategies must provide meaningful connections between the student, course content, practical experience, and the dying patient.
卡内基基金会确定了护理领域的三种专业学徒制，这对帮助学生获得专业身份至关重要。这些学徒制整合了知识获取（认知学徒制）、实践经验（实践学徒制）以及指导行为的道德身份（道德行为）。为确保患者善终，教师将来自所有三种学徒制的多样化教学策略纳入姑息护理和临终护理教育非常重要。
本研究的目的是考察参加了一门使用三种专业学徒制开发并实施的姑息护理和临终护理选修课的护理专业学生的看法和经历。
采用定性研究设计从完成姑息护理和临终护理选修课的学生那里获取数据。
该研究在美国东南部一所由州政府支持的护理学学士学位项目中实施。
本研究纳入了19名完成了姑息护理和临终护理选修课的学生的目的抽样样本。
课程结束后，对学生参与者进行了焦点小组访谈。讨论由一些问题引导，以引出对学生学习最有帮助的经历。三名研究人员对数据进行了主题分析。
确定了反映学徒制的三个主题：从故事中学习、在现场学习和从关怀中学习。通过纳入涉及学徒制的教学策略，学生对临终护理的理解得到了增强。
在临终护理教育中，教学策略必须在学生、课程内容、实践经验和临终患者之间建立有意义的联系。
