Indar Alyssa, Espin Sherry, LeGrow Karen, Janes Nadine
J Nurs Educ. 2018 Mar 1;57(3):150-153. doi: 10.3928/01484834-20180221-04.
The use of teaching-learning strategies that emphasize critical reflection aids students in making sense of complex clinical placement settings, such as those in long-term care (LTC) settings.
A qualitative descriptive research design was used to explore the assumptions, anticipations, and realizations of six undergraduate nursing students regarding aging, gerontological nursing, and LTC as they engaged in facilitated critical reflection activities during a 12-week LTC placement.
The content analysis process revealed four main categories describing the student learning experience: Exploring the Therapeutic Nurse-Resident Relationship, Navigating Preceptor Relationships, Expanding Awareness of Context, and Embracing Many Feelings.
Students placed in LTC were challenged by the realization of LTC as a complex setting, especially with minimal support from preceptors. Educators should present LTC as a challenging environment, rich with complex issues. There is potential in easing the strain on preceptors by leveraging the faculty educator role in facilitating student learning through critically creative approaches. [J Nurs Educ. 2018;57(3):150-153.].
采用强调批判性反思的教学策略有助于学生理解复杂的临床实习环境，如长期护理（LTC）机构中的环境。
采用定性描述性研究设计，探讨6名本科护理专业学生在为期12周的长期护理机构实习期间，参与促进性批判性反思活动时，对衰老、老年护理和长期护理机构的假设、预期和体会。
内容分析过程揭示了描述学生学习体验的四个主要类别：探索治疗性护患关系、处理带教关系、拓展情境意识以及接受多种情感。
在长期护理机构实习的学生面临着将其视为复杂环境的挑战，尤其是在带教老师支持极少的情况下。教育工作者应将长期护理机构呈现为一个充满复杂问题的具有挑战性的环境。通过发挥教师教育者的作用，以批判性创新方法促进学生学习，有可能减轻带教老师的压力。[《护理教育杂志》。2018；57(3):150 - 153。]
