Department of Nursing, College of Medicine, Tzu Chi University, Hualien, Taiwan.
Department of Nursing, Tzu Chi University of Science and Technology, Hualien, Taiwan.
Anat Sci Educ. 2019 Nov;12(6):627-635. doi: 10.1002/ase.1863. Epub 2019 Feb 7.
Anatomy is a core course in undergraduate nursing curriculum. In today's nursing profession, the integration of biosciences and humanities is increasingly emphasized. Anatomy is considered one of the most essential bioscience subjects for nursing practice. Thus, integrating a silent mentor program into the anatomy course can enrich the knowledge of undergraduate nursing students regarding biosciences and humanities and enhance their future patient-centered care competencies. This article aimed to understand the students' perceptions of integrating a silent mentor program into the anatomy course. Qualitative approach included four focus group interviews. Themes were developed using the analytic induction technique. Twenty-five second-year undergraduate nursing students from a university were recruited. Semi-structured interviews were used to guide four focus group interviews. Focus group interviews were digitally recorded, transcribed, and analyzed. According to the preliminary findings, nursing students regarded silent mentors not only as teaching tools but also as tools to learn more than anatomy. Students greatly respected the silent mentors and were highly engaged in the anatomy course. They expected to become better students or future nurses. Four themes were identified from the interviews: emotional transformation, caring spirit, course engagement, and self-expectation. The findings suggest that the silent mentor program offered students a beneficial learning experience and stimulated their developing competency in nursing humanities. How the silent mentor program can help students achieve optimum academic performance and how their positive experience of the program and humanistic spirit translates into clinical practice in future should be studied further.
解剖学是本科护理课程的核心课程。在当今的护理行业，越来越强调生物科学和人文学科的融合。解剖学被认为是护理实践中最基础的生物科学学科之一。因此，将无声导师计划纳入解剖学课程可以丰富本科护理学生的生物科学和人文学科知识，并提高他们未来以患者为中心的护理能力。本文旨在了解学生对将无声导师计划纳入解剖学课程的看法。采用定性方法，包括 4 次焦点小组访谈。使用分析归纳技术开发主题。从一所大学招募了 25 名二年级本科护理学生。使用半结构式访谈来指导 4 次焦点小组访谈。焦点小组访谈被数字化记录、转录和分析。根据初步结果，护理学生不仅将无声导师视为教学工具，还将其视为学习解剖学以外知识的工具。学生非常尊重无声导师，并高度参与解剖学课程。他们希望成为更好的学生或未来的护士。访谈中确定了四个主题：情感转变、关爱精神、课程参与和自我期望。研究结果表明，无声导师计划为学生提供了有益的学习体验，并激发了他们在护理人文学科方面的能力发展。无声导师计划如何帮助学生取得最佳的学业成绩，以及他们对该计划的积极体验和人文精神如何转化为未来的临床实践，应该进一步研究。
