Green A J
Nurse Educ Today. 1995 Dec;15(6):420-6. doi: 10.1016/s0260-6917(95)80053-0.
Experiential teaching methods have been recommended as the most effective medium for students to acquire the interpersonal skills and self-awareness required for the mental health nurse. This enquiry developed from the premise that there is potential for students to learn effectively in experiential teaching sessions. The authors experience of teaching in mental health gave focus to the question as to whether nurse teachers consider, and then use, a particular experiential learning framework when facilitating experiential teaching methods. The enquiry was an individual case study of one nurse teacher, and the data were collected through non-participant observation and focussed, non-directive interviewing. The philosophical perspective and methodology was phenomenological with the data analysed using phenomenological guidelines. This was used as it concentrated on the nurse teachers understanding of experiential learning as a phenomenon. The results concluded that the nurse teacher had a clear understanding of experiential learning and aspects of her interpretation manifested themselves within the classroom as part of experiential teaching. When compared with the literature there were commonalities with the meaning of experiential learning held by the nurse teacher studied. The focus of this paper is to report briefly on the enquiry, and then offer a detailed critical description and evaluation of the methodological approach used.
体验式教学方法被认为是学生获得心理健康护士所需的人际交往技能和自我意识的最有效媒介。这项调查基于这样一个前提展开：学生在体验式教学课程中有有效学习的潜力。作者在心理健康教学方面的经验使他们关注到一个问题，即护士教师在促进体验式教学方法时是否会考虑并运用特定的体验式学习框架。该调查是对一位护士教师的个案研究，数据通过非参与观察和聚焦、非指导性访谈收集。哲学视角和方法是现象学的，数据依据现象学准则进行分析。之所以采用这种方法，是因为它专注于护士教师对体验式学习这一现象的理解。结果表明，这位护士教师对体验式学习有清晰的理解，并且她的部分理解在课堂上作为体验式教学的一部分得以体现。与文献相比，所研究的护士教师对体验式学习的理解存在一些共性。本文的重点是简要报告该调查情况，然后对所采用的方法进行详细的批判性描述和评价。
