对助产士实习生教授英语(ESOL)的定性评估。

IF 1.5 Q3 NURSING
European Journal of Midwifery Pub Date : 2024-06-13 eCollection Date: 2024-01-01 DOI:10.18332/ejm/188531
Clare Maxwell, Amanda Robinson, Pamela Donaghy-Binks, Valerie Fleming
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引用次数: 0

摘要

导言:英国助产士的短缺给助产士学生的临床实习和指导带来了压力。为了给学生提供有意义的学习经历,需要有替代性的实习方案。助产士学生参加了一个向其他语言使用者教授英语(ESOL)的项目,这就是一种学习体验。本研究评估了实习对助产士学生学习的影响以及 ESOL 参与者的经验:2022 年的研究采用了定性设计,以科尔布的体验式学习模型为框架。10 名被安排到 ESOL 项目的助产士学生和 3 名参加该项目的女学生参与了研究。通过与助产士学生的在线焦点小组和与妇女面对面的焦点小组收集数据。数据分析采用了主题分析法和科尔布的体验式学习模型:结果:构建了四个主题:"抛开剧本:作为教育者的期望与现实"、"调整和个性化教学"、"我们也在学习:相互学习的环境 "和 "推进我们的学习"。学生们在实习期间遇到了各种障碍,必须对教学进行相应的调整。他们获得了有关讲其他语言的妇女所面临挑战的重要知识。妇女们非常重视学生们的投入,他们共同营造了一个互惠互利的学习环境:这项研究表明,将助产士学生安排在一个独特的非产科环境中对学生的学习有好处,而这种好处也可以转移到未来的实践中。重要的是,它证实了在新颖的实习过程中,学生或参与者的学习质量不会受到影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A qualitative evaluation of a student midwife placement teaching English to speakers of other languages (ESOL).

Introduction: A shortage of UK midwives has put pressure on clinical placements and supervision of student midwives. Alternative placement solutions are needed to provide students with meaningful learning experiences. One such learning experience was a placement undertaken by student midwives who attended a program teaching English to speakers of other languages (ESOL). This study evaluated the impact of the placement on student midwife learning and experiences of the ESOL participants.

Methods: The 2022 study employed a qualitative design using Kolb's model of experiential learning as a framework. Ten student midwives placed with the ESOL program and three women enrolled in the program participated. Data were collected via online focus groups with the student midwives and a face-to-face focus group with the women. Data were analyzed using thematic analysis and Kolb's model of experiential learning.

Results: Four themes were constructed: 'Putting the scripts aside: expectations versus the reality of being an educator', 'Adapting and personalizing teaching', 'We are learning too: an environment for mutual learning', and 'Taking our learning forwards'. Students faced barriers during their placement and had to adapt their teaching accordingly. They gained crucial knowledge of the challenges faced by women who speak other languages. The women valued the students' input and together they forged a reciprocal learning environment.

Conclusions: This study demonstrates how placing student midwives in a unique non-maternity setting has benefits for student learning which are transferrable to future practice. Importantly, it confirms that quality of learning during a novel placement is not compromised for students or participants.

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来源期刊
European Journal of Midwifery
European Journal of Midwifery Nursing-Maternity and Midwifery
CiteScore
2.20
自引率
15.80%
发文量
65
审稿时长
16 weeks
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