臨床教學的反思實踐－精神衛生護理學實習課程

Teaching and Learning in Reflective Practice: The Course of Psychiatric-Mental Health Nursing Practice

10.6530/YYN.201907_13(2).0004

蔣欣欣(Hsien-Hsien Chiang)

臨床護理教學 ； 師生共學 ； 對話 ； 精神衛生護理學 ； 反思實踐 ； clinical nursing education ； co-learning ； dialogue ； psychiatric-mental health nursing ； reflective practice

源遠護理

13卷2期（2019 / 07 / 01）

21 - 29

繁體中文

背景：護理臨床現象的反思，可以促進學習。目的：探究臨床護理教學中，教師與學生在臨床教學的反思實踐歷程。方法：採用現象學的反思分析方法，收集兩位精神衛生護理學實習之教師教學工作日誌，以及五位實習學生的五週心得及期末作業，進行內容分析。結果：臨床教學的反思實踐，呈現三種樣貌，分別為：直接參與的積極分享、隱身存在的價值增入、間接參與的衍生創意。結論：臨床教學中，護理教師以直接、隱身、間接三種形式攝入教學，產生積極分享、價值增入、衍生創意的師生共學。教師反思實踐的身教，活化師生關係，促進發揮潛能的快樂學習，陶養人性的知、廉、勇、藝。

Background: Reflection of clinical practice is a fundamental learning process. It is a review of the past, making sense with a view toward the future. However, reflection in nursing needs to be guided. Purpose: To explore how nursing instructors teach students using reflection in clinical practice. Methods: Reflective analysis through instructors' daily teaching journal, instructors-students' mails, and student assignments during the course of psychiatric-mental health nursing practice. Results: Three types of reflective practice in clinical education noted: direct involvement by active sharing, refraining from giving suggestion for value engagement and indirect participation to cultivate creativity. Conclusions: In the clinical nursing education, teachers took the role as directive, refraining, and indirective role to share learning, engage the value, and cultivate creativity. The reflective practice of teaching without talking could activate the relational being; promote happiness in education, and nurture practice wisdom, humility, courage, and creativity of humanity.

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