PDF(Pubmed)
Abstract：
To describe practical nursing students\', mentors\' and educators\' perceptions of student learning and assessment of learning progress during work-based learning.
A qualitative descriptive study.
The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social- and health care organizations in Finland during November 2019-September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations.
Work-based learning depends on the student, who must be goal-oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student\'s goal-oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student\'s goal-oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students\' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.
A qualitative descriptive study.
The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social- and health care organizations in Finland during November 2019-September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations.
Work-based learning depends on the student, who must be goal-oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student\'s goal-oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student\'s goal-oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students\' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.
摘要：
目的：描述实习护生，导师和教育者对学生学习的看法以及基于工作的学习过程中学习进度的评估。
方法：定性描述性研究。
方法：通过访谈8名实习护生收集研究数据，在2019年11月至2020年9月期间，来自芬兰三个职业机构和四个社会和医疗保健组织的12名导师和8名教育工作者（总计n=28）。访谈是作为焦点小组访谈进行的，之后对收集的材料进行内容分析。研究人员从目标组织获得了适当的研究许可。
结果：基于工作的学习取决于学生，他们必须以目标为导向，对自己的学习负责。作为学生以目标为导向的学习过程的支持者和推动者，导师在学习过程中也发挥着关键作用。教育者负责指导学生和导师，并支持学生以目标为导向的学习过程。职业机构还在实践护理专业学生的成功学习中发挥作用，成为学生个人学习过程的推动者。参与者分享了工作场所负责确保安全的学习环境。
方法：定性描述性研究。
方法：通过访谈8名实习护生收集研究数据，在2019年11月至2020年9月期间，来自芬兰三个职业机构和四个社会和医疗保健组织的12名导师和8名教育工作者（总计n=28）。访谈是作为焦点小组访谈进行的，之后对收集的材料进行内容分析。研究人员从目标组织获得了适当的研究许可。
结果：基于工作的学习取决于学生，他们必须以目标为导向，对自己的学习负责。作为学生以目标为导向的学习过程的支持者和推动者，导师在学习过程中也发挥着关键作用。教育者负责指导学生和导师，并支持学生以目标为导向的学习过程。职业机构还在实践护理专业学生的成功学习中发挥作用，成为学生个人学习过程的推动者。参与者分享了工作场所负责确保安全的学习环境。
