یادگیری مشارکتی و استفاده از مدل مربیگری برای دانشجویان پرستاری
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یادگیری مشارکتی و استفاده از مدل مربیگری برای دانشجویان پرستاری

عنوان فارسی مقاله: یادگیری مشارکتی: استفاده از مدل مربیگری برای دانشجویان پرستاری بزرگسال در موقعیت کاریابی بحرانی
عنوان انگلیسی مقاله: Collaborative learning: Application of the mentorship model for adult nursing students in the acute placement setting
مجله/کنفرانس: آموزش پرستاری امروزی - Nurse Education Today
رشته های تحصیلی مرتبط: علوم تربیتی، پزشکی
گرایش های تحصیلی مرتبط: مدیریت و برنامه ریزی آموزشی، پرستاری
کلمات کلیدی فارسی: یادگیری مشارکتی، مربیگری، مربیگری، دانشجویان پرستاری
کلمات کلیدی انگلیسی: Collaborative learning، Coaching، Mentorship، Nursing students
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: MedLine - Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.nedt.2018.11.022
دانشگاه: The Academy, Yeovil District Hospital NHS Foundation Trust, Higher Kingston, Yeovil, BA21 4AT, United Kingdom of Great Britain and Northern Ireland
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 2/741 در سال 2018
شاخص H_index: 65 در سال 2019
شاخص SJR: 1/041 در سال 2018
شناسه ISSN: 0260-6917
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 3
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E11489
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- Background


3- Implementation


4- Potential Challenges


5- Placement Support


6- Leadership


7- Initial Findings


8- Conclusions


References

نمونه متن انگلیسی مقاله

Abstract


Traditionally mentorship of pre-registration student nurses in clinical practice has followed a 1:1 model. Students are allocated a named mentor for the duration of the placement and they are responsible for supporting and assessing the learner. Many studies have identified problems with this approach to mentorship, including lack of time to facilitate learning on a 1:1 basis. In response to some of these challenges, a collaborative model of mentorship is being adopted both internationally and nationally. This involves placing a range of 1st, 2nd and 3rd year students on placement together, with students being allocated specific patients to care for collaboratively, under supervision. This model has already become established in Amsterdam, as an effective approach to mentorship (Lobo et al., 2014). In addition collaborative learning in practice has also been introduced in Ireland, Australia and the United States of America. This paper discusses the implementation of a collaborative model of learning by a district hospital and higher education institute (HEI) in the South West of England, commencing with a preliminary study in one placement area. Following success of this project this model is being implemented in other placement areas within the Trust.


Introduction


Traditionally mentorship of pre-registration student nurses in clinical practice has followed a 1:1 model. Students are allocated a named mentor for the duration of the placement and they are responsible for supporting and assessing the learner. Many studies have identified problems with this approach to mentorship, including lack of time to facilitate learning on a 1:1 basis. In response to some of these challenges, a collaborative model of mentorship is being adopted both internationally and nationally. This involves placing a range of 1st, 2nd and 3rd year students on placement together, with students being allocated specific patients to care for collaboratively, under supervision. This model has already become established in Amsterdam, as an effective approach to mentorship (Lobo et al., 2014). In addition collaborative learning in practice has also been introduced in Ireland, Australia and the United States of America. This paper discusses the implementation of a collaborative model of learning by a district hospital and higher education institute (HEI) in the South West of England, commencing with a preliminary study in one placement area. Following success of this project this model is being implemented in other placement areas within the Trust.

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