Rohatinsky Noelle, Chachula Kathryn, Sedgwick Monique, Press Madeline M, Compton Roslyn M, Lane Brenda
Author Affiliations: Assistant Professor (Dr Rohatinsky and Dr Compton), College of Nursing, University of Saskatchewan, Saskatoon; Assistant Professor (Ms Chachula), Faculty of Health Studies, Department of Nursing, Brandon University, Manitoba; Associate Professor (Dr Sedgwick), Faculty of Health Sciences, University of Lethbridge, Alberta; Faculty (Dr Press), School of Nursing, Saskatchewan Polytechnic, Saskatoon; and Professor (Ms Lane), Faculty of Health and Human Services, Vancouver Island University, Nanaimo, British Columbia, Canada.
Nurse Educ. 2018 Jul/Aug;43(4):E1-E6. doi: 10.1097/NNE.0000000000000458.
Clinical experiences are the hallmark of prelicensure nursing programs and assist students with applying nursing theory into practice. The literature is limited with respect to nursing student and instructor preferences for type of clinical model to facilitate student learning. This article explores these perceptions in the nursing programs of 5 universities located in 4 Western Canadian provinces. Findings support the use of both nonblock and block clinical models throughout nursing education programs.
临床经验是护理专业执照前教育项目的标志，有助于学生将护理理论应用于实践。关于护理专业学生和教师对促进学生学习的临床模式类型的偏好，相关文献有限。本文探讨了加拿大西部4个省份5所大学护理项目中的这些看法。研究结果支持在整个护理教育项目中同时使用非集中和集中临床模式。
