간호학생이 임상실습 시 겪은 학습전이의 어려움: 질적 메타합성
Challenges of Learning Transfer in Clinical Practice for Nursing Students: A Meta-synthesis Study
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Purpose: The aim of this study was to conduct an exhaustive review of the challenges nursing students face in transferring learning to clinical practice through a meta-synthesis of qualitative research. Methods: Employing Noblit and Hare’s meta-ethnographic approach, the outcomes of seven qualitative studies were synthesized to elucidate the challenges to learning transfer in clinical settings experienced by nursing students. Results: The synthesis of individual qualitative investigations identified four main themes: Human factors, characterized by feelings of inadequacy in clinical competencies; the perception of receiving unsupportive supervision from clinical educators; and Environmental factors, encapsulating the observation of a misalignment between academic nursing education and the realities of clinical practice, in addition to encountering constraints in applying learned knowledge. Conclusion: The investigation has established that the obstacles to effective learning transfer in clinical practice for nursing students are the result of a nuanced interplay between human and environmental influences. Thus, addressing these challenges requires a comprehensive, multifaceted strategy that tackles each aspect concurrently. It is imperative for nursing educators, practitioners, and administrators to forge a collaborative, reciprocal relationship to create and implement solutions that address these challenges effectively, thereby enhancing the integration of learning experiences.
Abstract
Purpose: The aim of this study was to conduct an exhaustive review of the challenges nursing students face in transferring learning to clinical practice through a meta-synthesis of qualitative research. Methods: Employing Noblit and Hare’s meta-ethnographic approach, the outcomes of seven qualitative studies were synthesized to elucidate the challenges to learning transfer in clinical settings experienced by nursing students. Results: The synthesis of individual qualitative investigations identified four main themes: Human factors, characterized by feelings of inadequacy in clinical competencies; the perception of receiving unsupportive supervision from clinical educators; and Environmental factors, encapsulating the observation of a misalignment between academic nursing education and the realities of clinical practice, in addition to encountering constraints in applying learned knowledge. Conclusion: The investigation has established that the obstacles to effective learning transfer in clinical practice for nursing students are the result of a nuanced interplay between human and environmental influences. Thus, addressing these challenges requires a comprehensive, multifaceted strategy that tackles each aspect concurrently. It is imperative for nursing educators, practitioners, and administrators to forge a collaborative, reciprocal relationship to create and implement solutions that address these challenges effectively, thereby enhancing the integration of learning experiences.
참고문헌 (29)
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