Western Sydney University Locked Bag 1797, Penrith, NSW 2751, Australia.
Nurse Educ Pract. 2016 Mar;17:188-91. doi: 10.1016/j.nepr.2015.10.010. Epub 2015 Oct 24.
Nurses as faculty teaching undergraduate students, require a diversity of skills to ensure that students engage in achieving the desired qualification. While it is anticipated that students have a degree of motivation to reach this goal, their varied backgrounds often mean they require additional support to assist them to engage with the learning process. It is anticipated that the tertiary institution or learning environment will have strategies to support the student from a broader perspective, but much of the engagement relies on the skill and knowledge of the nurse faculty. This discussion paper aims to promote an understanding of student engagement and argues that using aspects of therapeutic engagement can support nurse faculty to enhance the students' learning experience. Key concepts from both student and therapeutic engagement will be reviewed to provide implications, particularly for novice nurse faculty.
护士作为教授本科生的教师，需要具备多种技能，以确保学生能够达到预期的资格要求。虽然预计学生有一定的动力来实现这一目标，但他们的背景各不相同，这往往意味着他们需要额外的支持来帮助他们参与学习过程。预计高等教育机构或学习环境将从更广泛的角度制定支持学生的策略，但很大程度上的参与依赖于护士教师的技能和知识。本文旨在促进对学生参与的理解，并认为使用治疗性参与的各个方面可以支持护士教师来增强学生的学习体验。本文将回顾学生和治疗性参与的关键概念，以提供启示，特别是对新手护士教师。
