PDF(Pubmed)
Abstract：
OBJECTIVE: To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within \"Dedicated Education Unit\" model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment.
METHODS: A multi-country, phenomenological, qualitative study.
METHODS: Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.
RESULTS: Data analysis produced 4 main themes (1) Clinical placement organization, (2) students\' clinical knowledge and skill acquisition, (3) students, and nurses/midwives\' experiences within the DEU model and (4) factors for creating an effective learning environment.
CONCLUSIONS: A close educational-service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals\' education and development among others, are elements to set up a powerful clinical learning environment.
UNASSIGNED: It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population.
CONCLUSIONS: Due to the close relationship between students\' learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes.
UNASSIGNED: Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.
METHODS: A multi-country, phenomenological, qualitative study.
METHODS: Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.
RESULTS: Data analysis produced 4 main themes (1) Clinical placement organization, (2) students\' clinical knowledge and skill acquisition, (3) students, and nurses/midwives\' experiences within the DEU model and (4) factors for creating an effective learning environment.
CONCLUSIONS: A close educational-service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals\' education and development among others, are elements to set up a powerful clinical learning environment.
UNASSIGNED: It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population.
CONCLUSIONS: Due to the close relationship between students\' learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes.
UNASSIGNED: Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.
摘要：
目的：调查护理/助产学生，临床导师,在6个欧洲临床实习中的“专用教育单位”模型中链接教师和护士长的经验，并分析强大的临床学习环境的必要要素。
方法：多国，现象学,定性研究。
方法：进行焦点小组访谈，以确定对学生和护士/助产士重要的个人和组织因素。
结果：数据分析产生了4个主要主题（1）临床安置组织，(2)学生临床知识和技能的获得，（3）学生，以及DEU模型中的护士/助产士经验，以及(4)创建有效学习环境的因素。
结论：密切的教育服务合作，一个现实的临床安置计划，专注于学生的学习过程，并投资于专业人员的教育和发展等，是建立强大临床学习环境的要素。
改善护士/助产士的工作条件和学生的学习环境，作为缓解全球护士短缺和应对人口日益增长的健康需求的策略，被认为是明智和紧迫的。
结论：由于学生的学习和临床环境的特点之间的密切关系，护士教育工作者寻求创新的模式，让学生管理病人护理和他们过渡到专业实践。实施新的学习策略，识别学生，护士和助产士的看法和建议是评估实施过程和结果的有力信息。
■我们的发现可以帮助学术和临床管理人员满足人类和组织的要求，为每个学生的安置创造一个成功的学习环境。
方法：多国，现象学,定性研究。
方法：进行焦点小组访谈，以确定对学生和护士/助产士重要的个人和组织因素。
结果：数据分析产生了4个主要主题（1）临床安置组织，(2)学生临床知识和技能的获得，（3）学生，以及DEU模型中的护士/助产士经验，以及(4)创建有效学习环境的因素。
结论：密切的教育服务合作，一个现实的临床安置计划，专注于学生的学习过程，并投资于专业人员的教育和发展等，是建立强大临床学习环境的要素。
改善护士/助产士的工作条件和学生的学习环境，作为缓解全球护士短缺和应对人口日益增长的健康需求的策略，被认为是明智和紧迫的。
结论：由于学生的学习和临床环境的特点之间的密切关系，护士教育工作者寻求创新的模式，让学生管理病人护理和他们过渡到专业实践。实施新的学习策略，识别学生，护士和助产士的看法和建议是评估实施过程和结果的有力信息。
■我们的发现可以帮助学术和临床管理人员满足人类和组织的要求，为每个学生的安置创造一个成功的学习环境。
