Mongolian Journal of Health Sciences, 2006, 2(3)
Meeting the challenges of assessing clinical training in a diploma and bachelor of nursing program
( Судалгааны өгүүлэл )
'School of Nursing, HSUM
'Research Centre of Ministry of Education, Culture and Science
Өгүүллийн PDF-ийг татах
Абстракт
Clinical learning is foundational to the Health Sciences University of Mongolia Nursing program. The Discipline of Nursing in collaboration with academics, clinicians and managers, developed an instrument to evaluate contextual learning, involvement and reflection of nursing students during clinical training. The purpose of this paper is threefold: to illustrate the process by which the evaluative instrument was developed, to report the results of the survey, and to explore the positive learning outcomes that might result with the use of the instrument.
Ном зүй
1. Student Orientation Guide. 2003. Discipline of Nursing & Rural Health, University of South Australia, Why alia Campus.
2. Choi, J-I., & Hannafin, M. 1995. Situated cognition and learning environments: Roles, structures and in plications fcrdesijn .Educational Technology Research
and Development, 43(2), pp.53-69
3. Oliver, M. 2002. An ethnographic interpretative approach for describing the clinical practice of registered nurses in the field of medical and surgical practice.
Unpublished Ph.D Thesis, University of Queensland, Australia.
4. Oliver, M., & Butler, J. 2004. Contextualising the trajectory of experience of expert, competent and novice nurses in decision making and problem solving.
Collegian, 11 (1), pp.21 -27
5. Aviram, M, Ophir, R, Raviv, D, & Shiloah, M. 1998. Experiential learning of clinical skills by beginning nursing students: \"coaching\" project by fourth-year
student interns. Journal of Nursing Education, 37(5), p.228
6. Olesinski, R.L., Brickell, J., & Pray, M. 1998 From student laboratory to clinical environment. Clinical Laboratory Science. 11(3), pp. 167-173
7. LeGris, J., & Cote, F.H. 1997. Collaborative partners in nursing education: a preceptorship model for BScN students. Nursing connections. 10(l),pp.55-70
8. Nordgren, J., Richardson, S.J., & Laurella,V.B. 1998. A collaborative preceptor model for clinical teaching of beginning nursing students. Nurse Educator,
23(3), pp.27-32
9. Teasdale, K., Brocklehurst, N., & Thorn, N. 2001. Clinical supervision and support for nurses: an evaluation study. Journal of Advanced Nursing, 33(2),
pp.216-224
10.Hawkins, P., & Shohet, R. 2000. Supervision in the helping professions. Buckingham: Open University Press.
11.Lave, J., & Wenger, E. 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
12.MacLeod, M.L.P., & Farrel, P. 1994. The need for significant reform: a practice-driven approach to curriculum. Journal of Nursing Education, 33(5), pp.208-214
13.Myer, S.A.I999. Outcomes-based education in a critical care nursing course. Critical Care Nursing Clinics of North America, 11(2), pp.283-290
2. Choi, J-I., & Hannafin, M. 1995. Situated cognition and learning environments: Roles, structures and in plications fcrdesijn .Educational Technology Research
and Development, 43(2), pp.53-69
3. Oliver, M. 2002. An ethnographic interpretative approach for describing the clinical practice of registered nurses in the field of medical and surgical practice.
Unpublished Ph.D Thesis, University of Queensland, Australia.
4. Oliver, M., & Butler, J. 2004. Contextualising the trajectory of experience of expert, competent and novice nurses in decision making and problem solving.
Collegian, 11 (1), pp.21 -27
5. Aviram, M, Ophir, R, Raviv, D, & Shiloah, M. 1998. Experiential learning of clinical skills by beginning nursing students: \"coaching\" project by fourth-year
student interns. Journal of Nursing Education, 37(5), p.228
6. Olesinski, R.L., Brickell, J., & Pray, M. 1998 From student laboratory to clinical environment. Clinical Laboratory Science. 11(3), pp. 167-173
7. LeGris, J., & Cote, F.H. 1997. Collaborative partners in nursing education: a preceptorship model for BScN students. Nursing connections. 10(l),pp.55-70
8. Nordgren, J., Richardson, S.J., & Laurella,V.B. 1998. A collaborative preceptor model for clinical teaching of beginning nursing students. Nurse Educator,
23(3), pp.27-32
9. Teasdale, K., Brocklehurst, N., & Thorn, N. 2001. Clinical supervision and support for nurses: an evaluation study. Journal of Advanced Nursing, 33(2),
pp.216-224
10.Hawkins, P., & Shohet, R. 2000. Supervision in the helping professions. Buckingham: Open University Press.
11.Lave, J., & Wenger, E. 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
12.MacLeod, M.L.P., & Farrel, P. 1994. The need for significant reform: a practice-driven approach to curriculum. Journal of Nursing Education, 33(5), pp.208-214
13.Myer, S.A.I999. Outcomes-based education in a critical care nursing course. Critical Care Nursing Clinics of North America, 11(2), pp.283-290
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