مقاله انگلیسی رایگان در مورد استفاده از مدل مربیگری برای دانشجویان پرستاری بزرگسالان در موقعیت کاریابی بحرانی – الزویر ۲۰۱۹

elsevier

 

مشخصات مقاله
ترجمه عنوان مقاله یادگیری مشارکتی: استفاده از مدل مربیگری برای دانشجویان پرستاری بزرگسالان در موقعیت کاریابی بحرانی
عنوان انگلیسی مقاله Collaborative learning: Application of the mentorship model for adult nursing students in the acute placement setting
انتشار مقاله سال ۲۰۱۹
تعداد صفحات مقاله انگلیسی ۳ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
پایگاه داده نشریه الزویر
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس نمیباشد
نمایه (index) MedLine – Scopus – Master Journals List – JCR
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۲٫۷۴۱ در سال ۲۰۱۸
شاخص H_index ۶۵ در سال ۲۰۱۹
شاخص SJR ۱٫۰۴۱ در سال ۲۰۱۸
شناسه ISSN ۰۲۶۰-۶۹۱۷
شاخص Quartile (چارک) Q1 در سال ۲۰۱۸
مدل مفهومی ندارد
پرسشنامه ندارد
متغیر ندارد
رفرنس دارد
رشته های مرتبط علوم تربیتی، پزشکی
گرایش های مرتبط مدیریت و برنامه ریزی آموزشی، پرستاری
نوع ارائه مقاله
ژورنال
مجله  آموزش پرستاری امروزی – Nurse Education Today
دانشگاه The Academy, Yeovil District Hospital NHS Foundation Trust, Higher Kingston, Yeovil, BA21 4AT, United Kingdom of Great Britain and Northern Ireland
کلمات کلیدی یادگیری مشارکتی، مربیگری، مربیگری، دانشجویان پرستاری
کلمات کلیدی انگلیسی Collaborative learning، Coaching، Mentorship، Nursing students
شناسه دیجیتال – doi
https://doi.org/10.1016/j.nedt.2018.11.022
کد محصول E11489
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:
Abstract

۱- Introduction

۲- Background

۳- Implementation

۴- Potential Challenges

۵- Placement Support

۶- Leadership

۷- Initial Findings

۸- Conclusions

References

 

بخشی از متن 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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