Baillie L
Buckinghamshire College of Nursing and Midwifery, Aylesbury, England.
J Adv Nurs. 1993 Jul;18(7):1043-53. doi: 10.1046/j.1365-2648.1993.18071043.x.
The study aimed to explore the question, what factors affect student nurse learning in a community setting? A phenomenological approach was taken by carrying out in-depth interviews with eight Project 2000 students who had just completed 8 weeks of community placements. The factors which emerged centred around three themes: the students themselves, the mentors and the placements. Students recognized that their own approach to the placement was important. They found that the role they fulfilled in the placements affected their learning, preferring a participative role to observation only. The role of the mentor was found to be crucial for learning. Important factors were the mentors' knowledge and attitude towards the Project 2000 course and their professionalism (particularly communication skills), as perceived by the students. Also significant were the mentors' skills at facilitating learning in the placements, by encouraging questions and reflection, and organizing a variety of experiences. Factors relating to the placements concerned their relevance to the course (as perceived by the students) and the breadth of experience available. Whilst this was a small sample, from which no generalizations can be made, the study gives insight into students, teachers and community staff of the experience of learning in the community setting.
哪些因素会影响社区环境中实习护士的学习？研究采用现象学方法，对八名刚完成8周社区实习的2000计划学生进行了深入访谈。出现的影响因素主要围绕三个主题：学生自身、带教老师和实习安排。学生们认识到自己对实习的态度很重要。他们发现自己在实习中所扮演的角色会影响学习，比起只做观察，他们更喜欢参与性的角色。研究发现带教老师的角色对学习至关重要。学生们认为，重要因素包括带教老师对2000计划课程的了解和态度以及他们的专业素养（尤其是沟通技巧）。带教老师通过鼓励提问和反思以及组织各种体验活动来促进实习学习的能力也很重要。与实习安排相关的因素包括其与课程的相关性（学生所认为的）以及可获得的经验广度。虽然这只是一个小样本，无法据此得出一般性结论，但该研究让我们深入了解了学生、教师和社区工作人员在社区环境中的学习体验。
