Rohatinsky Noelle, Chachula Kathryn, Compton Roslyn M, Sedgwick Monique, Press Madeline M, Lane Brenda
J Nurs Educ. 2017 Mar 1;56(3):152-157. doi: 10.3928/01484834-20170222-06.
Clinical experiences are essential in undergraduate nursing student education to develop professionalism and integrate theory into practice. However, little evidence is available to guide curricular planners in determining the appropriate and effective use of different clinical models in nursing education.
Nursing students and four schools of nursing in two western Canadian provinces participated in this descriptive exploratory study examining student preference for clinical models. Thematic analysis of qualitative data addressed two research questions: What type of clinical model is preferred by nursing students? and How does clinical structure influence nursing students' perceived learning?
Nonblock clinical practice is preferred by students with respect to a balanced lifestyle, concurrent integration of theory and practice, and critical reflection, whereas the block model is preferred for assimilation, consolidation, and socialization.
Integration of both clinical models is recommended within undergraduate nursing curricula, as each model can facilitate student learning. [J Nurs Educ. 2017;56(3):152-157.].
临床经验对于本科护理专业学生的教育至关重要，有助于培养专业素养并将理论应用于实践。然而，几乎没有证据可指导课程规划者确定在护理教育中适当且有效地使用不同临床模式。
加拿大西部两个省份的护理专业学生和四所护理学院参与了这项描述性探索性研究，以考察学生对临床模式的偏好。对定性数据进行主题分析，回答两个研究问题：护理专业学生更喜欢哪种临床模式？临床结构如何影响护理专业学生的感知学习？
就平衡的生活方式、理论与实践的同步整合以及批判性反思而言，学生更喜欢非分段式临床实践，而对于知识吸收、巩固和社交，学生更喜欢分段式模式。
建议在本科护理课程中整合这两种临床模式，因为每种模式都能促进学生学习。[《护理教育杂志》。2017年；56(3)：152 - 157。]
