Part-Time Nursing Faculty Perceptions of Their Learning Needs During Their Role Transition Experiences

The purpose of this study was to explore and interpret the part-time nursing faculty's perceptions of their need to learn pedagogical skills during their role transition experiences from an expert clinician identity to a clinical instructor identity while teaching at a rural 2-year institution (community college). A qualitative design with Moustaka's phenomenological methods approach was conducted with 3 nurses as they transitioned into their clinical instructor identities. Analysis of the data yielded 5 themes: (a) development of their clinical instructor identity; (b) perception of similar and different learning needs; (c) incentive and motivation to learn; (d) the necessity of prior and current nursing experience; and (e) the importance of other faculty and resources. Study results propose the use of Illeris' Transformative Learning and Identity theory as a framework for associate degree nursing program administrators to use in the development of successful part-time faculty orientation and professional development programs.     

机能学基础实验教学情况调查与思考

目的：了解机能学基础实验教学现状，促进转化学习实现。方法采用随机抽样法对昆明医科大学2011级五年制临床医学、医学检验、医学影像专业274名学生进行问卷调查，调查内容主要包括学生的学习态度、学习目标、教学内容等。采用Excel 2003完成数据录入，并用各选择项百分比进行描述性分析。结果267份有效问卷中，94.76%（253/267）的学生喜欢机能学基础实验，并且有82.40%（220/267）的学生希望实验室长期开放；97.38%（260/267）的学生认为机能学基础实验可以帮助和促进理解生理学理论知识，98.50%（262/267）的学生对每次实验前进行基本理论和基本操作的讲解持肯定态度，78.27%（209/267）的学生愿意强化基本操作；而仅59.18%（158/267）的学生对实验结果进行分析。结论机能学基础实验受到学生欢迎，但目前学生自主思考问题能力欠缺；应在基础实验、基本操作中，促进以兴趣为导向、多角度看问题的转化式学习的实现。     

转化学习在医学生胜任能力培养中的作用研究

目的 在医学免疫学教学中引入转化学习,观察转化学习对学生批判性思维等多种能力的影响.方法 将七年制临床医学系学生随机分为实验组和对照组,每组130人.对照组以传统讲授加病例讨论方式教学,实验组采用传统讲授加转化学习方式进行教学.通过期末考试、授课前后两次批判性思维测试和调查问卷评分等方式对学习效果进行评估,对两组学生各项得分均数行t检验.结果 实验组期末考试成绩为（77.43±12.82）分,对照组为（75.36±15.21）分,差异无统计学意义（P＝0.29）.授课前实验组批判性思维测试成绩为（59.73±13.15）分,对照组为（60.29±11.24）分,差异无统计学意义（P＝0.72）;授课后实验组的测试成绩为（61.92±16.07）分,对照组为（59.72±16.07）分,差异无统计学意义（P＝0.55）.就教学方式对批判性思维能力、沟通能力、开放性思维能力、人文关怀能力的提高程度进行的调查结果显示,实验组的评分均高于对照组（P值均等于0.00）.结论 转化学习有助于培养医学生的人文关怀能力、开放性思维、批判性思维和沟通能力,是培养医学生执业胜任能力的有效方法.     

Análisis de incidentes críticos: una herramienta para aprender de los errores

Incident analysis is a transformative learning tool applicable to training, both undergraduate and postgraduate. Since it is based on learning from mistakes (committed or observed) to avoid repetition by taking corrective measures, its practice can be considered oriented to the continuous improvement of quality of care.     

Transformative learning in nursing education: A concept analysis

ObjectiveThere is vast literature on transformative learning, which is an important aspect of nursing education, but its meaning remains unclear. It is therefore important to clarify the meaning of transformative learning, identify its attributes, antecedents and consequences to increase its use in nursing education, practice and research.MethodsWalker and Avant’s method was used, and the process provided a structured way to analyse the concept of ‘transformative learning’. Nursing education dictionaries, encyclopaedias, conference papers, research articles, dissertations, theses, journal articles, thesauri and relevant books through the database library and internet searches were reviewed. One hundred and two literature sources were reviewed, and data saturation was reached.ResultsThe results of the concept analysis of transformative learning within the context of nursing education identified three categories, namely, 1)Antecedents as cognitive and affective perspective, democratic education principles and inspiration; 2)Process through three phases, namely i) awareness through self-reflection, ii) the meaningful interactive, integrative and democratic construction process, and iii) metacognitive reasoning abilities; and 3)Outcomes. A theoretical definition of transformative learning was formulated. Theoretical validity was ensured.ConclusionThe results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education.     

基于转化式学习的新护士岗前培训方案构建及应用

目的 构建基于转化式学习的新护士岗前培训方案并探讨其初步应用效果。方法 采用类实验性研究，以杭州市某三级甲等医院2019届新入职护士52人为研究对象，随机分为试验组（26人）和对照组（26人）。试验组采用基于转化式学习的新护士岗前培训方案，对照组采用传统的新护士岗前培训方案。使用SPSS 20.0、Microsoft Excel 2010进行数据处理，采用t检验和Fisher确切概率法进行统计分析。结果 两组新护士培训后比较：临床核心能力总分为试验组（226.62±32.84），高于对照组的（197.00±29.54），自我效能感总分试验组（28.46±4.94），高于对照组的（24.31±4.76），转型冲击总分为试验组（77.23±14.13），低于对照组的（91.27±17.98），临床考核各考站均值试验组（73.16±17.05），高于对照组的（61.58±14.24），各部分差异均有统计学意义（P<0.05）。结论 基于转化式学习的新护士岗前培训方案，可提升新护士的临床能力和自我效能感，减少新护士的转型冲击，能对新护士的职业生涯产生深远的影响。