Practical nurse students’ misconceptions about infection prevention and control
IF 1.9
2区 教育学
Q2 EDUCATION & EDUCATIONAL RESEARCH
引用次数: 0
Abstract
Abstract When teaching infection prevention and control (IPC), nursing education tends to focus on skills and fostering good practice rather than challenging students’ thinking. Therefore, students’ misconceptions about IPC receive less attention than they deserve. The purpose of the study was to make an inventory of student nurses’ misconceptions about IPC before instruction and to make these misconceptions visible to teachers. The study was conducted in one vocational institute in Finland and is based on the answers of 29 practical nurse students before IPC training. The students took an online test requiring them to justify their answers to two multiple-true–false questions: 1) What is the main route of transmission between patients in healthcare facilities, and 2) What is the most effective and easiest manner to prevent the spreading of pathogens, e.g., multi-resistant bacteria in long-term care facilities? Analysis of the students’ written justifications resulted in three mental models: 1) the Household Hygiene Model manifesting lay knowledge learned in domestic situations, 2) the Mixed Model consisting of lay knowledge, enriched with some professional knowledge of IPC, and 3) the Transmission Model manifesting a professional understanding of IPC. The first two mental models were considered to be misconceptions. Only one of the participants showed a professional understanding (i.e., the Transmission Model). To conclude, student nurses manifested systematic patterns of misconceptions before instruction. Unless the students are confronted with their misconceptions of IPC during instruction, it is likely that these misconceptions will impede their learning or make learning outcomes transient.
实习护生对感染防控的误解
摘要在感染预防与控制(IPC)教学中，护理教育往往侧重于技能和良好实践的培养，而不是挑战学生的思维。因此，学生对IPC的误解没有得到应有的重视。本研究的目的是在教学前盘点护生对IPC的误解，并使教师了解这些误解。这项研究是在芬兰的一所职业学院进行的，基于29名实习护士学生在IPC培训前的回答。学生们参加了一项在线测试，要求他们证明自己对两个多对多错问题的答案是正确的:1)医疗机构中患者之间的主要传播途径是什么;2)在长期护理机构中预防病原体(如多重耐药细菌)传播的最有效和最简单的方法是什么?通过对学生的书面陈述进行分析，得出了三种心理模型:1)家庭卫生模型，体现了在家庭环境中所学到的外行知识;2)由外行知识组成的混合模型，丰富了一些IPC的专业知识;3)传播模型，体现了对IPC的专业理解。前两种思维模式被认为是误解。只有一个参与者表现出专业的理解(即传输模型)。综上所述，实习护生在教学前表现出系统性的误解模式。除非学生在教学过程中面对他们对IPC的误解，否则这些误解很可能会阻碍他们的学习或使学习成果短暂。
本文章由计算机程序翻译，如有差异，请以英文原文为准。
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来源期刊
Vocations and Learning
EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
17.90%
发文量
21
期刊介绍：
Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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