Hart G, Rotem A
Aust J Adv Nurs. 1994 Mar-May;11(3):26-33.
This paper reports on a component of a research project that was designed to identify the attributes of clinical settings which support learning. Thirty final semester nursing students were interviewed and asked to describe their best clinical learning experience. Students valued positive relations with ward staff and appreciated recognition for their contribution to patient care. The need to belong and be accepted by the ward staff was a common theme throughout all the interviews. Students enjoyed being busy and having an appropriate level of autonomy but found this difficult to achieve unless their role as students was clear to ward staff. The clinical lecturers' role appeared to be one of facilitation rather than instruction. The findings emphasise the importance of the culture of the workplace in determining the success of the learning experience. Implications for clinical education and directions for future research are discussed.
本文报告了一项研究项目的一个组成部分，该项目旨在确定支持学习的临床环境的属性。对30名最后一学期的护理专业学生进行了访谈，要求他们描述自己最佳的临床学习经历。学生们重视与病房工作人员的积极关系，并对他们在患者护理方面的贡献得到认可表示赞赏。在所有访谈中，一个共同的主题是需要被病房工作人员接纳和认可。学生们喜欢忙碌并有适当程度的自主权，但发现除非他们作为学生的角色对病房工作人员很明确，否则很难做到这一点。临床讲师的角色似乎是促进而非指导。研究结果强调了工作场所文化在决定学习经历成功与否方面的重要性。文中还讨论了对临床教育的启示以及未来研究的方向。
