Westin Lars, Sundler Annelie J, Berglund Mia
School of Health and Education, University of Skövde, Skövde, Sweden.
School of Health, Care and Social Welfare, Mälardalens University, Västerås, Sweden.
BMC Med Educ. 2015 Mar 17;15:49. doi: 10.1186/s12909-015-0338-x.
In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum.
This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis.
Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings.
Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.
在大学本科护理课程中，需要有能让学生学习护理技能、解决问题以及培养反思性和批判性思维与实践能力的教学策略。本研究的目的是探讨在重构的护理课程的第一年里，不同的教学策略如何支持护理专业学生的学习体验。
本研究采用定性研究方法。数据通过书面叙述收集，并使用定性内容分析法进行分析。
文本中明显体现了护理专业学生通过不同教学策略的学习体验。这些观点被归纳为以下主题：关注患者视角并更多地关注他人、从对自身学习的讨论和反思中学习、专业角色培训与变得更有勇气、深入了解护理并增强自我意识。这种教育提高了学生的自我意识，这有助于他们更加关注患者及其亲属。在学习过程中，学生变得更有勇气，进行反思并发现自己的不足。
所述教学策略支持了广泛的护理知识基础以及护士的专业角色。教育工作者面临着加强护理中有意义学习并促进护理课程发展的挑战。
