Thorell-Ekstrand I, Bjorvell H
Nurse Educ Today. 1995 Jun;15(3):196-203. doi: 10.1016/s0260-6917(95)80106-5.
This paper summarises a research study inquiring into the experiences of nursing students of their practice of individualised care planning as a learning activity. The survey was conducted in the final stage of the students' education and concerned three groups of students in the years 1990, 1992 and 1993 who were asked to evaluate their main clinical placements in surgical, medical and long-term care wards with regard to care planning activities. The answers to the questions showed a pattern that was persistent over the different health care specialties as well as over the years when the investigation was made. Some of the activities, such as oral reporting and writing progress notes, were done many times by all the students. Other activities, such as writing care plans and discharge notes, were trained only a few times or never. There were very small positive differences over the years, and there were overall lower scores from the students' training in long term care wards. Possible factors affecting the result from an educational and theoretical point of view are discussed.
本文总结了一项关于护理专业学生将个性化护理计划实践作为学习活动的体验的研究。该调查在学生教育的最后阶段进行，涉及1990年、1992年和1993年的三组学生，他们被要求就护理计划活动对其在外科、内科和长期护理病房的主要临床实习进行评估。对问题的回答显示出一种模式，这种模式在不同的医疗保健专业以及进行调查的年份中都是持续存在的。一些活动，如口头报告和撰写进展记录，所有学生都做过很多次。其他活动，如撰写护理计划和出院记录，只培训过几次或从未培训过。这些年的积极差异非常小，而且学生在长期护理病房的培训总体得分较低。从教育和理论的角度讨论了可能影响结果的因素。
