並列摘要
Nursing is a clinical profession influenced by social and environmental change. Facing the continuing evolution of the medical practice environment, nursing educators should take into account both current issues and future trends. As nursing clinical education undergoes radical reform, it must address both current and future healthcare demands. Relevant articles in the literature indicate that students continue to face significant difficulties applying classroom knowledge to clinical practice. This article describes the meanings, purposes, elements and models of nursing clinical education as well as relevant factors of influence. We also offer suggestions for meeting future societal demands.
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被引用紀錄
陸秀芳、江淑莞（2019）。台灣精神科護理教學融入翻轉教室經驗之探究。精神衛生護理雜誌，14(1)，15-22。https://doi.org/10.6847/TJPMHN.201906_14(1).02
呂雀芬、葉美玉、董靜娟（2018）。DSM-5變革、護理教育接軌與精神衛生護理本質之反思。精神衛生護理雜誌，13(1)，5-13。https://doi.org/10.6847/TJPMHN.201806_13(1).02
陳麗梅（2011）。護理臨床教師角色能力量表之發展與測試〔碩士論文，長榮大學〕。華藝線上圖書館。https://doi.org/10.6833/CJCU.2011.00059
林秀如（2012）。護生實習經驗、社會支持與主觀幸福感相關研究〔碩士論文，中臺科技大學〕。華藝線上圖書館。https://doi.org/10.6822/CTUST.2012.00060
羅翊邦、周汎澔、蔣立琦（2016）。以學習共同體實踐實證護理於臨床實習教學－哈伯馬斯批判理論的應用。源遠護理，10(1)，5-13。https://doi.org/10.6530/YYN/2016.5.2
延伸閱讀
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