Ignacio Jeanette, Chen Hui-Chen
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
Nurse Educ Today. 2020 Apr 18;90:104436. doi: 10.1016/j.nedt.2020.104436.
Cognitive integration is integral to health professions education as it facilitates the ability to synthesize various types of knowledge and apply them in a clinical context. Nursing education is one main field of study that is subsumed under the umbrella of health professions education. Future nurses require learning, not just of skills but also of the knowledge that underpins those skills. They need to be able to cognitively integrate various forms of content and skills so that they can translate them to actual patient management and care during clinical practice. Several educational strategies have been implemented and have been shown to be effective in promoting cognitive integration in health professions learners, both individually and as a group. One of these strategies is collaborative learning. This study describes how a developed collaborative learning workshop was implemented to aid cognitive integration in year 1 undergraduate nursing students prior to their clinical postings. It also looks into the perceptions of students through qualitative findings from focus group discussions. Generated themes include 'integrating and bridging knowledge for practice', 'having tutors with different and complementing expertise', 'preparing mindsets by clear objectives' and 'timing and case variability'.
认知整合对于健康职业教育至关重要，因为它有助于综合各类知识并将其应用于临床情境的能力。护理教育是健康职业教育范畴下的一个主要研究领域。未来的护士不仅需要学习技能，还需要学习支撑这些技能的知识。他们需要能够在认知上整合各种形式的内容和技能，以便在临床实践中将其转化为实际的患者管理和护理。已经实施了几种教育策略，并且已证明这些策略在促进健康职业学习者个体和群体的认知整合方面是有效的。其中一种策略是协作学习。本研究描述了如何实施一个已开发的协作学习工作坊，以帮助本科一年级护理学生在临床实习前进行认知整合。它还通过焦点小组讨论的定性结果来探究学生的看法。产生的主题包括“为实践整合和衔接知识”“拥有不同且互补专业知识的导师”“通过明确目标来培养思维模式”以及“时间安排和病例多样性”。
