Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Huddinge, Sweden.
Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Int J Med Educ. 2022 Jul 29;13:176-186. doi: 10.5116/ijme.62c2.b9c4.
To design, apply, evaluate, and analyse a pedagogical model to enhance nurses' ability to create pedagogical encounters to support patients' learning.
The study relies on an educational design research approach. A pedagogical model based on learning theories was designed, applied, evaluated, and analysed in a specialist nursing programme in cancer care. All students (n=28) who attended the programme accepted to participate in the evaluation of the model. Their perception of the learning activities was evaluated in a questionnaire, and 16 (57%) students responded. The students' learning was assessed in written assignments, including all students. Descriptive statistics, content analysis and theoretical reasoning, were used to analyse data and interpret the usefulness and shortcomings of the model.
The most appreciated learning activities were to study learning theories, observe pedagogical encounters, act as a critical friend, and document one's own pedagogical encounters. The written assignments about observing and performing their own pedagogical encounters with patients showed students' increased awareness of how to support patients' learning. The clinical supervisors' lack of pedagogical knowledge inhibited the feedback on students' performances.
The theoretical analysis of the evaluation identified strengths and needs for further development. The strengths tend to be the ongoing learning process created by learning activities supporting students to continuously study, experience, and apply their knowledge. Nurse supervisors and other stakeholders at the clinics are suggested to be involved in improving the design and require pedagogical competence. Further research should include observational and interview studies related to students' performance in pedagogical encounters.
设计、应用、评估和分析一种教学模式，以提高护士创造教学机会以支持患者学习的能力。
本研究采用教育设计研究方法。基于学习理论的教学模式在癌症护理专业护理课程中进行设计、应用、评估和分析。所有参加该课程的学生（n=28）都同意参与该模式的评估。他们对学习活动的看法通过问卷进行评估，有 16 名（57%）学生做出回应。学生的学习情况通过书面作业进行评估，包括所有学生。采用描述性统计、内容分析和理论推理来分析数据并解释模型的有用性和不足之处。
最受赞赏的学习活动是学习学习理论、观察教学机会、充当批判性朋友和记录自己的教学机会。关于观察和进行自己与患者的教学机会的书面作业显示出学生对如何支持患者学习的意识增强。临床主管缺乏教学知识，阻碍了对学生表现的反馈。
对评估的理论分析确定了优势和进一步发展的需求。优势在于通过支持学生持续学习、体验和应用知识的学习活动创造的持续学习过程。建议临床护士主管和其他利益相关者参与改进设计并需要具备教学能力。进一步的研究应包括与学生在教学机会中的表现相关的观察和访谈研究。
