J Nurs Educ. 2021 Nov;60(11):642-645. doi: 10.3928/01484834-20210913-07. Epub 2021 Nov 1.
Lack of experiential learning in nurse educator (NE) programs may result in students completing didactic coursework with limited or no opportunities to supervise nursing students in a clinical environment. During the coronavirus disease 2019 pandemic, one organization transformed an educational challenge into an opportunity for NE students.
Programmatic evaluation, using a 10-item Likert scale evaluation tool, was used to obtain feedback from 15 NE students regarding their perceived value of an experiential learning activity.
Aggregate mean evaluation scores ranged from 2.7 to 4.3. An aggregate mean of 4.3 was attributed by the NE students to the possibility of spending additional clinical hours providing oversight to nursing students participating in this process.
Applied experiential learning may enhance the quality of NE students' educational experience, provide needed opportunity for developing critical expertise as a NE, and create a window of opportunity for future application of NE students' experiential learning. .
护士教育者（NE）项目缺乏体验式学习，可能导致学生完成理论课程学习，而在临床环境中监督护理学生的机会有限或没有。在 2019 冠状病毒病大流行期间，一个组织将教育挑战转化为 NE 学生的一个机会。
采用 10 项李克特量表评估工具对项目进行评估，从 15 名 NE 学生那里获得他们对体验式学习活动的感知价值的反馈。
综合平均评估分数在 2.7 到 4.3 之间。NE 学生认为，通过这个过程，他们有机会额外花费临床时间来监督参与的护理学生，这可能会使评估分数达到 4.3。
应用体验式学习可以提高 NE 学生教育体验的质量，为 NE 学生发展关键专业技能提供必要的机会，并为未来应用 NE 学生的体验式学习创造机会窗口。
