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Reflections on the process of learni...

Pierson, Wanda J.

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Reflections on the process of learning the work of nurses during practice experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reflections on the process of learning the work of nurses during practice experiences./
作者:	Pierson, Wanda J.
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2807.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ81607
ISBN:	0612816079

Reflections on the process of learning the work of nurses during practice experiences.
Pierson, Wanda J.

Reflections on the process of learning the work of nurses during practice experiences. - 223 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2807.

Thesis (Ph.D.)--Simon Fraser University (Canada), 2003.

This study of nurse education investigated the process of learning nurses' work in the practice environment, particularly in light of recent curricular reforms. Participants included four nurse-educators and eight student nurses from two post-secondary educational agencies. Face-to-face interviews were the primary method of information collection.

ISBN: 0612816079Subjects--Topical Terms:

543175
Education, Higher.

Reflections on the process of learning the work of nurses during practice experiences.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2807.
500 $a Adviser: Allan MacKinnon.
502 $a Thesis (Ph.D.)--Simon Fraser University (Canada), 2003.
520 $a This study of nurse education investigated the process of learning nurses' work in the practice environment, particularly in light of recent curricular reforms. Participants included four nurse-educators and eight student nurses from two post-secondary educational agencies. Face-to-face interviews were the primary method of information collection.
520 $a Analyses of the collected information identified practice experiences as essential to learning nurses' work. Participants' comments illustrated tension between curricular principles embedded in holistic and humanistic orientations, pedagogical techniques and evaluative methods reminiscent of a mechanistic and behavioristic perspective, and the efficient functioning of clinical units. The practice environment was generally perceived as acrimonious. Students suggested that relationships with nurses were discordant, and felt their work with patients was not appreciated. Educators felt confined to a position as guest, and moved carefully between the roles of nurse and educator. The physical and social parameters of the practice units formed a backdrop to students' experiences with patients. Assigned to provide care for different patients each week, students focused on solving patient care problems. Educators, concerned for patient safety concentrated on the competent delivery of nursing actions. Generally, patients were viewed as experiences for students, and the assessment of competence consumed students' and teachers' time and actions.
520 $a Student-teacher relationships were identified as fundamental to the learning process. Participants identified trust and mutuality as principal elements in this relationship, and teachers' availability and approachability was perceived as the foundation. Students indicated feeling vulnerable in this relationship, and sometimes surrendered their integrity to maintain the relationship, and/or the appearance of competent practice.
520 $a Study findings suggested that implementation of student nurses' practice experiences remain unchanged despite curricula revisions. The nature of nursing as a practice discipline requires that students engage in nurses' work. Educators are aware of both patients' vulnerability and the need to graduate competent practitioners. There is, therefore, a tension between learning the work of nurses and doing the work of nurses that may not be resolved through curricular change.
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