The lack of substantial research in the area of clinical teaching would suggest that this 'heart' of the nursing student's professional education has long been neglected. Employing a qualitative descriptive methodology, this study explored the teaching activities that nine clinical instructors said they implemented during the direct client care period and the teaching activities that these nine clinical instructors said they would implement in response to a specific scenario of a clinical teaching event. The unstructured interviews revealed that clinical instructors: (a) noted role modelling the greatest number of times as a teaching activity but implemented it less frequently; (b) used verbalizations in the form of telling, asking, saying, discussing or talking as the primary teaching activity in the clinical area and in response to the specific scenario; (c) do not have opportunities to see other clinical instructors teaching in the clinical area; (d) have difficulty separating teaching activities and evaluation activities; (e) are eclectic in their use of learning theories; and (f) find articulating teaching activities that they implement during the direct client care period to be a complex task.

译文

在临床教学领域缺乏实质性的研究表明,长期以来一直忽略了护生专业教育的 “心脏”。本研究采用定性描述性方法,探讨了九名临床讲师表示他们在直接客户护理期间实施的教学活动,以及这九名临床讲师表示他们将针对临床教学事件的特定场景实施的教学活动。非结构化访谈显示,临床讲师 :( a) 注意到角色建模作为教学活动的次数最多,但实施频率较低; (b) 以讲述,询问,说,讨论或谈话作为临床领域的主要教学活动,并针对具体情况; (c) 没有机会看到临床领域的其他临床讲师教学; (d) 难以分离教学活动和评估活动; (e) 在学习理论的使用上不拘一格; (f) 发现他们在直接服务客户期间实施的明确教学活动是一项复杂的任务。

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