Rahimi Masoumeh, Haghani Fariba, Kohan Shahnaz, Shirani Majid
Education Development Center, Shahrekord University of Medical Sciences, Shahrekord, Iran.
Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Med Teach. 2024 Aug;46(8):1099-1107. doi: 10.1080/0142159X.2023.2292977. Epub 2023 Dec 20.
In clinical settings, it is necessary to create a clinical learning environment that provides the ground for the learners to acquire competencies especially in high-stress and emotion-bound clinical settings.
In the present study, a model for improving the learning environment in high-stress and emotion-bound clinical settings was designed by conducting a multi-method study in the form of three sub-studies.
This model was designed with 3 pivotal concepts; organizing learning opportunities around safe care, fair participation in learning opportunities and creating a positive emotional climate and 6 peripheral concepts; designing physical space and appropriate equipment for education and care, preparing learners to attend the clinical setting, preparing learners to participate in learning opportunities, balancing the learner role and the care provided by the learners, the presence of a competent educator and providing education to all learners, and acquiring the ability to manage emotions by learners, faculty and staff.
The implementation of the model obtained from this study provides the basis for solving the challenges of clinical learning environments, especially in high-stress and emotion-bound clinical settings, and improves clinical education and the realization of educational and care outcomes.
在临床环境中，有必要营造一个临床学习环境，为学习者提供获取能力的基础，尤其是在高压力和情感约束的临床环境中。
在本研究中，通过以三项子研究的形式进行多方法研究，设计了一种改善高压力和情感约束临床环境中学习环境的模型。
该模型设计了3个关键概念，即围绕安全护理组织学习机会、公平参与学习机会以及营造积极的情感氛围，以及6个外围概念，即设计用于教育和护理的物理空间和适当设备、让学习者为进入临床环境做好准备、让学习者为参与学习机会做好准备、平衡学习者角色与学习者提供的护理、有称职的教育者以及为所有学习者提供教育，以及让学习者、教师和工作人员获得管理情绪的能力。
本研究获得的模型的实施为解决临床学习环境的挑战提供了基础，尤其是在高压力和情感约束的临床环境中，并改善了临床教育以及教育和护理成果的实现。
