一项现象学研究，旨在探讨利益相关者对护理教育中教与学角色的观念。
A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education.
机构信息
Department of Nursing, University of Namibia, P.O. Box 88, Rundu, Namibia.
Faculty of Health Sciences, Centre for Health Sciences Education, University of Witwatersrand, Johannesburg, South Africa.
出版信息
BMC Med Educ. 2022 May 26;22(1):404. doi: 10.1186/s12909-022-03392-w.
BACKGROUND
Nursing education involves a number of stakeholders in the teaching and learning process, and these are student nurses, lecturers, clinical instructors and nurses. The role that each of these parties play in the teaching and learning process is dependent on each other and is key to the development of competence among student nurses. However, there is scanty literature on the discourse of how these stakeholders conceptualise their roles to maximise student learning. The objective of this study was to explore the conceptions of stakeholders on their teaching and learning roles in nursing education.
METHODS
Thirty-eight semi-structured interviews and three focus group discussions were conducted with nursing students, lecturers, clinical educators at a Namibian nursing college and nurses at teaching hospitals. Phenomenographic data analysis approach was applied.
RESULTS
Four conceptions were constructed that described the level of involvement of the different parties in teaching and learning. These were initiating, supporting, becoming part of and owning the teaching and learning role. Three dimensions of variation marked the differences among the conceptions: responsibility and accountability, priorities and level of collaboration.
CONCLUSIONS
The parties involved in the teaching and learning in nursing education have qualitatively different understating of their roles and those of others. There is a pattern transcending from being at the periphery of teaching and learning to taking ownership of teaching and learning. And a movement from limited responsibility and collaboration to that of being responsible, accountable and high level of collaboration in the teaching and learning of nursing students. The conceptions in this study add more ways of enhancing collaboration between theoretical and clinical sites in nursing education, by ensuring that those involved are aware of their role and that of others and work collaboratively at the micro-level.
背景
护理教育涉及教学过程中的许多利益相关者，包括学生护士、讲师、临床教师和护士。这些各方在教学过程中所扮演的角色相互依赖，是学生护士能力发展的关键。然而，关于这些利益相关者如何概念化自己的角色以最大限度地提高学生学习的文献很少。本研究的目的是探讨护理教育中利益相关者对其教学角色的概念。
方法
在纳米比亚护理学院和教学医院对护理学生、讲师、临床教育者进行了 38 次半结构式访谈和 3 次焦点小组讨论。采用现象学数据分析方法。
结果
构建了四个概念，描述了不同方在教学中的参与程度。这些概念是发起、支持、成为教学的一部分和拥有教学角色。三个维度的变化标志着这些概念之间的差异：责任和问责制、优先级和协作水平。
结论
参与护理教育教学的各方对自己的角色和他人的角色有着定性不同的理解。存在一种从教学的外围到拥有教学的模式。从有限的责任和协作转变为对护理学生教学的负责任、有问责制和高水平的协作。本研究中的概念增加了在护理教育中加强理论和临床场所之间合作的方式，通过确保相关人员了解自己的角色和他人的角色，并在微观层面上进行协作。
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