Faculty of Health Sciences and Wellness, Humber College, 205 Humber College Blvd., Toronto, Ontario M9C 4G7, Canada.
School of Nursing, Queens University, Kingston, Ontario, Canada.
Int J Nurs Educ Scholarsh. 2020 Feb 7;17(1):/j/ijnes.2020.17.issue-1/ijnes-2019-0056/ijnes-2019-0056.xml. doi: 10.1515/ijnes-2019-0056.
The interdependence of student learning strategies and teacher's pedagogical practices is critical to clinical practice learning. While research demonstrates that formative assessment feedback is important for student learning, clinical teachers do not necessarily have the competencies to provide effective feedback to support students' self-regulated learning (SRL). An examination of clinical education through SRL lenses articulates two roles for clinical teachers in nursing clinical education: self-regulated learner and self-regulated teacher. Teachers as self-regulated learners are practice-content experts and must also learn how to explicitly help students become self-regulated learners. The latter is the self-regulated teacher role, and a self-regulated teacher is an effective clinical teacher. Minimal research addresses the ways in which clinical teachers' effectiveness could be improved if they took on a self-regulated teacher role. A model of SRL and teaching in clinical practice education is presented and its potential to enhance clinical teacher effectiveness and student SRL articulated.
学生学习策略与教师教学实践的相互依存关系对临床实践学习至关重要。虽然研究表明形成性评估反馈对学生学习很重要，但临床教师不一定具备提供有效反馈以支持学生自我调节学习（SRL）的能力。通过 SRL 视角审视临床教育，可以阐明临床教师在护理临床教育中的两个角色：自我调节学习者和自我调节教师。作为自我调节学习者的教师是实践内容专家，还必须学习如何明确帮助学生成为自我调节学习者。后者是自我调节教师的角色，而自我调节教师是有效的临床教师。如果临床教师承担自我调节教师的角色，就可以在提高其效能方面进行少量研究。本文介绍了临床实践教育中 SRL 和教学的模型，并阐述了其提高临床教师效能和学生 SRL 的潜力。
