ABSTRACT

Nursing education relies on nurses to supervise students in practical skill learning during their clinical placement periods, yet literature is sparse regarding what this supervision actually entails. The study aimed to explore the learning actions that characterised nurses’ and students’ interaction during supervision of peripheral vein cannulation attempts on patients in hospital, and how these learning actions influenced the students’ practise. In this study, 38 video-recorded attempts of the practical skill peripheral vein cannulation conducted of nine nursing students were analysed. Of the 38 attempts, 10 were successful. In successful and failed attempts both, students and nurses primarily engaged in learning actions that informed, reminded, or corrected the students; students and nurses rarely engaged in learning actions characterised by reflection and discussion. A surface approach to learning was insufficient for most students to successfully insert a vein cannula during their clinical placement.

摘要

护理教育依靠护士在临床实习期间监督学生的实践技能学习，但关于这种监督实际需要什么的文献很少。本研究旨在探讨护士和学生在监督住院患者外周静脉插管尝试过程中互动的学习行为，以及这些学习行为如何影响学生的实践。在这项研究中，分析了 9 名护生进行的 38 次实践技能外周静脉插管的视频尝试。在 38 次尝试中，有 10 次成功。在成功和失败的尝试中，学生和护士主要从事告知、提醒或纠正学生的学习行为；学生和护士很少参与以反思和讨论为特征的学习活动。对于大多数学生来说，表面上的学习方法不足以在临床实习期间成功插入静脉插管。