Meyer Rhoda, Archer Elize, van Schalkwyk Susan C
Department of Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.
J Educ Health Promot. 2024 Sep 28;13:360. doi: 10.4103/jehp.jehp_1907_23. eCollection 2024.
The calls for curricula review to adequately prepare nursing graduates have increased over the last decade. In response, many nursing education institutions across the world have considered ways to review and renew their curricula. Part of these renewal processes seeks to prepare nursing graduates to function within highly dynamic and challenging environments. The aim of this study was to explore the private healthcare context as a learning environment using an organizational theory lens, with a view to informing and enhancing curriculum development and implementation in nursing education.
A qualitative case study methodology within an interpretivist paradigm was used, drawing on organizational theory. The population included educators who teach undergraduate nursing students at a private higher education institution in South Africa and managers at the clinical sites where these students undertake their clinical learning. Data collection, which was undertaken over the period 2018-2020, included observations, focus group discussions, and interviews. Thematic analysis was undertaken, and a three-tiered analytical approach was followed to analyze the data.
Four themes were identified: the learning environment as a site of tension, a site of cultural layering, a site of role complexity, and a site of hierarchy.
Nursing education is dynamic, providing a range of learning experiences. An understanding of this environment from an organizational theory perspective provides some insights into potential challenges and opportunities for learning. Curriculum developers should consider ways of optimizing the opportunities so that students can be provided with learning experiences that enhance the development of the necessary competence.
在过去十年里，要求对课程进行审查以充分培养护理专业毕业生的呼声越来越高。作为回应，全球许多护理教育机构都在考虑审查和更新其课程的方法。这些更新过程的一部分旨在使护理专业毕业生能够在高度动态和具有挑战性的环境中发挥作用。本研究的目的是运用组织理论视角，将私立医疗保健环境作为一种学习环境进行探索，以期为护理教育中的课程开发与实施提供信息并加以改进。
采用解释主义范式下的定性案例研究方法，借鉴组织理论。研究对象包括在南非一所私立高等教育机构教授本科护理专业学生的教育工作者，以及这些学生进行临床学习的临床场所的管理人员。2018 - 2020年期间进行了数据收集，包括观察、焦点小组讨论和访谈。进行了主题分析，并采用三层分析方法对数据进行分析。
确定了四个主题：学习环境是一个紧张场所、文化分层场所、角色复杂场所和等级制度场所。
护理教育是动态的，提供了一系列学习经历。从组织理论角度理解这一环境，能为学习中的潜在挑战和机遇提供一些见解。课程开发者应考虑优化这些机遇的方法，以便能为学生提供增强必要能力发展的学习经历。
