带教老师和护理学生在精神科环境中对同伴学习的体验：一项定性研究。
Preceptors' and nursing students' experiences of peer learning in a psychiatric context: A qualitative study.
机构信息
Psychiatric Clinic Malmö/Trelleborg & Helsingborg, Sweden.
Malmö University, Faculty for Health and Society, Department of Care Science Malmö, Sweden.
出版信息
Nurse Educ Pract. 2019 Nov;41:102627. doi: 10.1016/j.nepr.2019.102627. Epub 2019 Oct 3.
OBJECTIVE
The aim of this study was to investigate preceptors' and nursing students' experiences of peer learning in a psychiatric context during their clinical education.
DESIGN
A qualitative research design was used in this study. Data were analysed with qualitative content analysis. The study was conducted in 2017 with 17 preceptors and 11 students, constituting four focus groups with preceptors and four focus groups with nursing students.
PARTICIPANTS
The preceptors were nurses and specialist nurses who worked in inpatient psychiatric care. Nursing students seeking their bachelor's degrees were placed in clinical settings at different psychiatric units for 4 weeks during the fourth semester.
RESULTS
One theme emerged: Knowledge acquisition as an interactive process from the two shared categories for students and preceptors: the importance of a supportive relationship and reciprocal learning by communication, doing and reflection.
CONCLUSIONS
The result of this study suggested that peer learning in clinical education in psychiatric care promoted the learning process for nursing students.
目的
本研究旨在探讨在精神病学临床教育中，带教老师和护理学生在同伴学习方面的经验。
设计
本研究采用定性研究设计。采用定性内容分析法对数据进行分析。该研究于 2017 年进行，共有 17 名带教老师和 11 名学生参加，包括 4 个带教老师焦点小组和 4 个护理学生焦点小组。
参与者
带教老师是在住院精神病护理中工作的护士和专科护士。寻求学士学位的护理学生在第四学期的 4 周内被安排在不同的精神病单元的临床环境中。
结果
从学生和带教老师的两个共享类别中出现了一个主题：从支持性关系和通过沟通、实践和反思进行互惠学习中获得知识的重要性。
结论
这项研究的结果表明，在精神病护理的临床教育中的同伴学习促进了护理学生的学习过程。
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