van der Merwe A S, Roos E C, Mulder M, Joubert A, Botha D E, Coetzee M H, Lombard A, van Niekerk A, Visser L
Department of Nursing, University of Natal.
Curationis. 1996 Dec;19(4):52-63. doi: 10.4102/curationis.v19i4.1338.
Preparing student nurses for the profession is a complex task for nurse educators; especially when dealing with the development of personal and interpersonal skills, qualities and values held in high esteem by the nursing profession and the community they serve. These researchers developed a model for formative evaluation of students by using the principles of inductive and deductive reasoning. This model was implemented in clinical practice situations and evaluated for its usefulness. It seems that the model enhanced the standards of nursing care because it had a positive effect on the behavior of students and they were better motivated; the model also improved interpersonal relationships and communication between practising nurses and students. The fact that students repeatedly use the model as a norm for self evaluation ensures that they are constantly reminded of the standards required of a professional nurse.
对护理教育工作者来说，培养未来的护士是一项复杂的任务；尤其是在培养个人技能、人际交往能力以及护理行业和其所服务社区高度重视的品质与价值观方面。这些研究人员运用归纳推理和演绎推理原则，开发了一种对学生进行形成性评价的模型。该模型在临床实践中得以应用，并对其效用进行了评估。该模型似乎提高了护理标准，因为它对学生的行为产生了积极影响，使他们更有动力；该模型还改善了执业护士与学生之间的人际关系和沟通。学生反复将该模型用作自我评价的标准，这一事实确保他们不断被提醒专业护士应具备的标准。
