护理专业临床教学中学生的角色分析

对临床教学中学生的角色进行分析将有助于提高临床教学的质量。学生在临床的角色重心是“学生”，她们是学习活动的主体，学生同时又承担着临床护士的实践角色。值得注意的是，学生作为一个整体的人，具有各种不同层次的需要，存在着个体的差异性和共性，并且具有独特的价值观。学生的性格特点将影响她们在临床中的表现。     

以角色为基础的护理硕士生临床带教方式探讨

护理硕士生作为未来专业领域的中坚力量和领军人物,承担着教学、管理、临床实践指导等多重任务,其临床实践中的学习、深化和带教十分重要。而当前国内在对护理硕士生进行临床带教时,仍采用以科研为主的通才培养模式,缺乏针对性和个体化,也未充分体现护理学的应用性特点。以角色为基础的临床带教模式将护理硕士生的专业角色确定为护理教育者、管理者及高级临床实践者,强调以学生专业角色为导向,制定针对性的临床教学目标和计划,以培养具有专科特色的应用性护理人才。     

护理大专生临床带教的体会

护理临床教学,在护理教学中占有重要的地位。临床教学不仅是为学生理论联系实际提供了机会,更主要的是为学生如何学习提供了帮助。临床教学能培养学生专业化的思维方式,对于学生专业角色的形成,社会责任感的建立,适宜的道德观、伦理观、价值观的形成都具有举足轻重的作用。我科作为医院护理大专生临床实习的教学科室,临床护理带教收到学生良好反馈,现对护理大专生临床带教经验总结如下。     

临床护理教师角色转变及促进措施的研究进展

临床教学是护理教育中一个重要的组成部分.在此过程中,临床护理教师带教水平的高低直接影响着学生临床护理知识与技能的学习,并可涉及到学生以后的工作态度与工作能力的优劣.由此可见,临床护理教师扮演着相当重要的角色.随着当前医疗体系发生的一系列改革、护理教育课程的改革和教学方法的调整,教师的角色已经由传统的指导者发展为实际临床知识与技能的推动者[1].     

护理临床教学中教师角色模式的探讨

目的 明确在护理临床教学中理想的教师角色模式的重要性。方法 对196位应届毕业护生进行问卷调查。详细分析了影响师生互动的因素,提出了理想临床教师的特质,即教师在临床教学具体实践中的情感投入,采取的行为态度。强调学生整体人的意识,注重激发学生的主动性和积极性,促进情感职业化。结果 密切了师生关系,增强了学生的自信心和进取心,有利于形成自发、内在的护理职业情感。结论 良好的临床教师的角色模式,正确的教书育人的态度与方法,有利于融洽师生关系,提高教学质量。     

临床护理教师对角色认知与胜任水平的调查研究

[目的]了解学生对教师的角色期待及角色胜任评价水平,以及教师对自身角色的认同及角色胜任评价水平,为临床教学管理者制定教师角色发展及管理策略提供依据。[方法]采用问卷调查法,对3所三级甲等教学医院60名临床护理教师及208名实习生进行调查。[结果]学生对理想教师角色充满期待,教师认同理想教师角色;教师对自身角色胜任自我评价高于学生评价。学生对教师角色胜任评价,主要缺陷项目包括在对病人家属的人文关怀意识、给学生以心理/专业伦理/行为方面的辅导、个案与个性化教学方法等。[结论]学生对教师角色胜任评价不高,发展临床护理教师的教师角色势在必行。建议临床护理师资建设应着手发展临床护理教师教育者角色、辅导者角色,同时应注重培养临床角色中专业发展的潜力。     

临床护理教师对角色认知与胜任水平的调查研究

[目的]了解学生对教师的角色期待及角色胜任评价水平，以及教师时自身角色的认同及角色胜任评价水平，为临床教学管理者制定教师角色发展及管理策略提供依据。[方法]采用问卷调查法，对3所三级甲等教学医院60名临床护理教师及208名实习生进行调查。[结果]学生对理想教师角色充满期待，教师认同理想教师角色；教师对自身角色胜任自我评价高于学生评价。学生对教师角色胜任评价，主要缺陷项目包括在对病人家属的人文关怀意识、给学生以心理／专业伦理／行为方面的辅导、个案与个性化教学方法等。[结论]学生对教师角色胜任评价不高，发展临床护理教师的教师角色势在必行。建议临床护理师资建设应着手发展临床护理教师教育者角色、辅导者角色，同时应注重培养临床角色中专业发展的潜力。     

实习护生心理压力相关因素分析与干预对策

随着生物-心理-社会医学模式的转变，未来的心理护理主体-临床实习护生的心理压力问题越来越受到人们的关注。护士是人类身心健康的主要维护者，要求其在临床教学中除了让学生掌握丰富的专业知识和技能的同时。还必须培养她们健康的心理素质。以满足今后走上护理工作岗位时的各种角色要求。但是，由于她们面临着就业的种种压力，如：职业性质、角色压力、传统医学模式、社会心理支持不足等，均给她们造成很大的心理压力。直接影响着她们的心理健康；从而影响教学质量和间接影响病人的康复。因此，作为临床教师应重视对护生心理压力的调节指导．让她们能正确应对各种“应激源”，为今后走上工作岗位打好基础，以达到身心健康，提高护理教学质量。     

广州市临床护理教师的角色认知与胜任水平调查

[目的]了解学生对教师角色的期待及角色胜任水平的评价,以及教师对自身角色的认同及角色胜任水平评价,为临床教学管理者制定教师角色发展及管理策略提供依据。[方法]采用陈筱明编制的临床护理教师角色量表对广州市2所三级甲等教学医院78名临床护理教师及在医院实习的81名护理专业本科实习生进行调查。[结果]临床护理教师角色认知自评得分为(4.52±0.72)分,角色胜任自评得分为(4.06±0.90)分,学生对教师角色的期待得分为(4.49±0.72),均属于"重要"水平以上;学生对教师角色胜任评价得分为(3.36±0.95),处于"一般胜任"水平。[结论]临床护理教师对自身角色认知较清晰,但角色胜任欠缺,提升临床护理教师的角色胜任水平势在必行。     

广州市临床护理教师的角色认知与胜任水平调查

[目的]了解学生对教师角色的期待及角色胜任水平的评价,以及教师对自身角色的认同及角色胜任水平评价,为临床教学管理者制定教师角色发展及管理策略提供依据.[方法]采用陈筱明编制的临床护理教师角色量表对广州市2所三级甲等教学医院78名临床护理教师及在医院实习的81名护理专业本科实习生进行调查.[结果]临床护理教师角色认知自评得分为（4.52±0.72）分,角色胜任自评得分为（4.06±0.90）分,学生对教师角色的期待得分为（4.49±0.72）,均属于“重要”水平以上;学生对教师角色胜任评价得分为（3.36±0.95）,处于“一般胜任”水平.[结论]临床护理教师对自身角色认知较清晰,但角色胜任欠缺,提升临床护理教师的角色胜任水平势在必行.     

The role of analogy-guided learning experiences in enhancing students' clinical decision-making skills

The purpose of this study was to address the need for effective educational interventions to promote students' clinical decision making (CDM) within clinical practice environments. Researchers used a quasi-experimental, non-equivalent groups, posttest-only design to assess differences in CDM ability between intervention group students who participated in analogy-guided learning activities and control group students who participated in traditional activities. For the intervention, analogy-guided learning activities were incorporated into weekly group discussions, reflective journal writing, and questioning with clinical faculty. The researcher-designed Assessment of Clinical Decision Making Rubric was used to assess indicators of CDM ability in all students' reflective journal entries. Results indicated that the intervention group demonstrated significantly higher levels of CDM ability in their journals compared with the control group (ES(sm) = 0.52). Recommendations provide nurse educators with strategies to maximize students' development of CDM ability, better preparing students for the demands they face when they enter the profession.     

Supporting nursing students with dyslexia in clinical practice

AIMS: To determine whether pre-registration nursing students with dyslexia experience specific problems in developing clinical competence, identify what strategies they use and how they may be supported in clinical practice. METHOD: Qualitative case study methodology was used. Stage 1 involved semi-structured interviews with seven students, three support and eight teaching staff, postal questionnaires from nine mentors, in addition to a review of policy documentation. Stage 2 involved a two-year study of four students on their branch programme and included semi-structured interviews with seven mentors. FINDINGS: The students' difficulties in clinical practice fell into three categories: dealing with information; performing the role; and administering drugs. Specific supporting measures included: informal and formal support networks; portable information technology equipment; and personal strategies, for example, rehearsing difficult tasks such as the handover report. The students' relationships with their mentors and the type of environment they were working in were key to the successful development of clinical competence. CONCLUSION: Nursing students who have dyslexia have specific learning difficulties in practice. Their response to these difficulties is individual and support needs to be tailored to meet their specific needs.     

Clinical expectations: what facilitators expect from ESL students on clinical placement

Many nursing students for whom English is a second language (ESL) face challenges related to communication on clinical placement and although clinical facilitators are not usually trained language assessors, they are often in a position of needing to assess ESL students' clinical language performance. Little is known, however, about the particular areas of clinical performance facilitators focus on when they are assessing ESL students. This paper discusses the results of a study of facilitators' written assessment comments about the clinical performance of a small group of ESL nursing students over a two and a half year period. These comments were documented on students' clinical assessment forms at the end of each placement. The results provide a more detailed insight into facilitators' expectations of students' language performance and the particular challenges faced by ESL students and indicate that facilitators have clear expectations of ESL students regarding communication, learning styles and professional demeanour. These findings may help both ESL students and their facilitators better prepare for clinical placement.     

Using cooperative learning in clinical laboratory science education.

OBJECTIVE: To compare performance of students instructed by cooperative learning (CL) activities with those taught by lecture. A secondary objective was to assess students' perceptions about their ability to work in teams before and after their exposure to these instructional approaches. DESIGN/SETTING/PARTICIPANTS: CL was incorporated into the immunology/serology course of a university-based clinical laboratory science (CLS) program. Twenty-two students participated in a 4-week study and were randomly assigned to one of two study groups. INTERVENTION: One group received the course material by CL activities, and the other group was exposed to the material through lecture. MAIN OUTCOMES MEASURE: Mean examination scores for CL and lecture groups were compared using an independent samples t-test. Teamwork knowledge, skills, and attitude (KSA) assessment rated students' perceptions of their ability to work in a team environment pre and post tests were compared using a 2 x 2 repeated measures ANOVA. RESULTS: No significant difference was found between mean examination scores of students who acquired their knowledge by CL activities (85.09%) and those taught by lecture (82.18%). Teamwork KSA means scores pre and post tests (22.5, 22.6 CL; 22.7, 21.6 lecture) were not significantly different. CONCLUSION: Results suggest that the incorporation of CL activities did not reduce the students' academic performance or self-perceptions of their ability to work in teams. The use of CL in the classroom, student laboratory, or clinical setting may help prepare students for the role they will be expected to perform as laboratory professionals.     

Working together: a joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings

There is ongoing concern among mental health professionals regarding the recruitment of newly graduated nurses to this specialist nursing area. Many reasons for the problem have been identified, including the perceived inadequate preparation by the tertiary sector, students' prejudices and anxieties about mental illness, a perceived lack of support while undertaking clinical placement, and the quality of the clinical placement itself. This paper describes a collaborative response to these issues undertaken in the Illawarra region of New South Wales, Australia. The implementation of preclinical undergraduate workshops using problem-based learning and role plays were undertaken. Mental health nursing scenarios were developed in association with experienced clinicians to introduce core concepts in a supportive learning environment. Quantitative and qualitative evaluation data were collected immediately following the workshop and again after the students returned to the university following a mental health clinical placement. A further survey of one cohort was undertaken 12 months after initial state registration and the beginning of a career in mental health nursing. Results showed that both students' and clinicians' attitudes to the workshops were consistently positive and indicated that the workshops were beneficial in preparing students for their clinical placement. Importantly, since the implementation of the workshops and other collaborative initiatives, an increasing number of newly graduated nurses from the region are choosing to work in mental health.     

Scaffolding Role Development and Clinical Reasoning for Online AG-ACNP Students

Scaffolding is a common strategy in undergraduate nursing education; however, scaffolding education for nurse practitioner students is largely unexplored. Adult-Geriatric Acute Care Nurse Practitioner (AG-ACNP) students need activities to maximize improvement and opportunities for repeated practice and feedback on core skills and competencies. An on-campus residency experience was developed to scaffold skill development for AG-ACNP students and enable assessment by faculty. Each semester of their clinical sequence, students came to campus to participate in activities to improve their clinical reasoning skills and prepare for their future roles. Scaffolding of skills for AG-ACNP students results in improved clinical reasoning and role development.     

League against pain: an experiment in extracurricular teaching

Although anatomical and physiological base of pain are subject of the basic sciences in health undergraduate curriculum, it is not usually to have pain concepts and therapy into undergraduate programs. Describing the League Against Pain objectives and organization and the students' opinions about their participation in this league were the aim of this study. The League Against Pain Statute was consulted to describe its objectives and organization. The opinions of all of the students that attended the League Against Pain program in 1995 and 1996 were investigated. The League Against Pain was organized at an university hospital in 1995. It is composed by nurses and medical students and professionals (physicians in varied specialties and nurses). All the activities are voluntary and the students are the managers of the League. The objectives of the League are: improving the quality of teaching of pain subjects in nursing and medical schools; developing research in epidemiological, clinical and therapeutics aspects of pain and to promote a model of multidisciplinary and multiprofessional assistance. The most frequent students' opinions about their participation in the League were: their abilities in pain control and in professional and client relationship were improved; they achieved their objectives; that pain should be included into undergraduate courses; and they would recommend the League for other students. The results are promising. The students' opinions about their experience in the League Against Pain have showed that the League Against Pain could be an usefull model to introduce pain subjects to undergraduate nursing and medical students.     

Oncology nursing education: teaching strategies that work

Faculty at a university school of nursing developed an innovative oncology nursing elective designed to enhance baccalaureate students' knowing and aesthetic appreciation of persons living with cancer. Following completion of the course, students rank ordered class activities they felt would help them most in their nursing careers. Students chose the cancer survivor interview first, followed by a seminar on spirituality and a clinical inquiry project. The implementation and outcomes of these three activities are described. Evaluative comments confirmed that experiential activities enhanced students' knowing of themselves and their patients.