ABSTRACT

This qualitative educational action research study aimed to gain knowledge about nursing students’ learning from participating in a developmental project that included human-like manikins. Twenty-three second-year Bachelor of Nursing students, one teacher, and one researcher participated in the study conducted at a Norwegian university. In collaboration, they planned and executed a developmental project with manikins in a nursing course. The project put manikins’ reflective, explorative, and experiential potentials into play. Two Action Research cycles were carried out. Data were collected using audio recordings, observations, and written responses. The concepts of sayings, doings, and relatings guided the analysis to identify how the modified learning conditions influenced and changed the students’ learning. The following four themes illustrate the students’ learning in the project: ownership of the learning process, collaborative learning, understanding theory’s significance for practice, and taking the patient’s perspective. The student’s participation in the project, including their independent use and exploration of the manikins, provided freedom and responsibility in decision-making, helped them experience problems, fostered creativity, and stimulated inner motivation. This moved their learning in a more practice-relevant direction.

摘要

这项定性教育行动研究旨在通过参与包括类人模型在内的开发项目来获得有关护理学生学习的知识。23 名护理学学士二年级学生、一名教师和一名研究人员参加了在挪威一所大学进行的这项研究。他们合作在护理课程中利用人体模型规划并执行了一个开发项目。该项目发挥了人体模型的反思、探索和体验潜力。进行了两个行动研究周期。通过录音、观察和书面答复收集数据。言语、行为和关系的概念指导分析，以确定修改后的学习条件如何影响和改变学生的学习。以下四个主题说明了学生在项目中的学习：学习过程的自主权、协作学习、理解理论对实践的意义以及站在患者的角度。学生对项目的参与，包括对人体模型的独立使用和探索，提供了决策的自由和责任，帮助他们体验问题，培养创造力，激发内在动力。这使他们的学习朝着更加与实践相关的方向发展。提供决策自由和责任，帮助他们体验问题，培养创造力，激发内在动力。这使他们的学习朝着更加与实践相关的方向发展。提供决策自由和责任，帮助他们体验问题，培养创造力，激发内在动力。这使他们的学习朝着更加与实践相关的方向发展。