在建构主义模式下学习临终关怀：本科护理专业学生的经历。
Learning end-of-life care within a constructivist model: Undergraduate nursing students' experiences.
作者信息
van der Wath Anna E, du Toit Pieter H
机构信息
Department of Nursing Science, University of Pretoria.
出版信息
Curationis. 2015 Nov 5;38(2):1537. doi: 10.4102/curationis.v38i2.1537.
BACKGROUND
Although nursing education aims to equip nursing students to provide care to dying patients and their families, nurses often feel ill-prepared to cope with the emotional labour involved in end-of-life care.
OBJECTIVES
The aim of the study was to explore and describe nursing students' experiences of end-of-life care through experiential learning within a constructivist educational model.
METHOD
A qualitative, descriptive design was used. As part of introducing experiential learning, innovative educational practices were initiated during a second year level undergraduate nursing module on end-of-life care. Qualitative data on second-year nursing students' experiences were collected through written reflections and analysed using open coding.
RESULTS
The themes that emerged revealed participants' sensory and emotional experiences during the learning opportunities. Participants reflected on what they learnt and clarified their values related to death and dying. They indicated how they would apply the new meanings constructed in clinical practice.
CONCLUSION
A constructivist educational model of experiential learning holds potential to enhance value clarification and nursing students' sensory and emotional awareness of death and dying. Experiential learning is recommended to develop nursing students' competency inproviding end-of-life care.
背景
尽管护理教育旨在使护生有能力为临终患者及其家属提供护理，但护士常常觉得自己没有充分准备好应对临终护理中涉及的情感劳动。
目的
本研究的目的是通过建构主义教育模式下的体验式学习，探索和描述护生对临终护理的体验。
方法
采用定性描述性设计。作为引入体验式学习的一部分，在本科二年级临终护理模块中启动了创新教育实践。通过书面反思收集二年级护生体验的定性数据，并使用开放编码进行分析。
结果
出现的主题揭示了参与者在学习机会中的感官和情感体验。参与者反思了他们学到的东西，并阐明了他们与死亡相关的价值观。他们指出了将如何在临床实践中应用构建的新意义。
结论
体验式学习的建构主义教育模式具有增强价值观澄清以及护生对死亡的感官和情感意识的潜力。建议采用体验式学习来培养护生提供临终护理的能力。
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