Abstract：
:Active Clinical Training Approach (ACTA) is a newly developed theoretical model of active learning to promote self-directed learning through integrating the process, person, and context model. This study aimed to assess whether the use of Active Clinical Training Approach (ACTA) increases students' engagement in clinical practicum and enhances self-directed learning skills. A descriptive case study design was used. Forty-one students were enrolled in their 12-week clinical rotation, in which 50% of practice time was allocated for ACTA. Data were gathered from a variety of sources including observations and focus groups. Thematic analysis revealed that ACTA appeared to enhance self-directed learning skills through providing students opportunities to identify their learning needs and to practice their learned skills, work collaboratively with the healthcare team and their colleagues and search for evidence to justify their clinical conclusions. ACTA improves nursing students' interactions in clinical practice and supports a shift in student clinical training from student dependency on the clinical instructor to independence in discovering information, solving problems and practicing their learned skills.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Al-Moteri Mdoi
10.1016/j.nepr.2020.102893subject
Has Abstractpub_date
2020-11-01 00:00:00pages
102893eissn
1471-5953issn
1873-5223pii
S1471-5953(20)30979-3journal_volume
49pub_type
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2014.12.004
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2014.03.005
更新日期：2014-09-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2009.11.018
更新日期：2010-09-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.04.013
更新日期：2019-05-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.02.004
更新日期：2017-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type：
doi：10.1016/j.nepr.2012.06.006
更新日期：2013-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.02.007
更新日期：2019-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2009.05.001
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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abstract：AIM:To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. BACKGROUND:Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understo...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.11.006
更新日期：2009-11-01 00:00:00
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journal_title：Nurse education in practice
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更新日期：2020-05-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2007.02.003
更新日期：2008-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.102667
更新日期：2020-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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