About this paper

Appears in:
Pages: 3941-3945
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

DISCUSSION ON THE ARRANGEMENT OF THEORETICAL LEARNING AND CLINICAL PLACEMENT IN NURSING IN MACAO OF CHINA

Y. Wang, L. Yin

Macao Polytechnic Institute (MACAO)
OBJECTIVE: Because of limited clinical practice units, Macao Polytechnic Institute creates two models for the arrangement of theoretical learning and clinical placement in nursing. The study is to evaluate the effects of the two models.

METHODS: Undergraduate students in the School of Health Science, Macao Polytechnic Institute begin their clinical placement from the first year. One year is divided into two semesters. Every grade has two classes. For every grade, in the first semester, class A takes Model 1 and class B takes Model 2. In the second semester, class A takes Model 2 and class B takes Model 1.
Model 1: Students have a very short of term of theoretical learning. They complete about half of their theoretical learning in about 1 month. Then they begin the clinical placement in hospitals or the community services. After finishing the clinical placement, students come back to school and continue the theoretical study.
Model 2: Students have theoretical study in the school until the Model 1 students complete the clinical placement. Then they begin their clinical placement.
The entire clinical units and the teachers are all the same for the Model 1 and Model 2.

The performances of the clinical placement were evaluated at the end of the clinical placement. All the students take part in the final theoretical and skill exam at the school in the end of every semester.

This article statistically analysis the performance of the students. The suggestions from the teachers and the students were analysis by grounded theory.

RESULTS: t-test was carried out. There is no significant difference of the scores between the two models in both theoretical exam and the clinical exam (all P is >0.05) in every grade. Two models each have its advantages and disadvantages from the view of students and teachers.

CONCLUSION: In limited clinical basements, we get the same learning outcomes from the two different models. In the Model 1, both the teachers and students feel some shortages of the theoretical knowledge of the students, but they found the clinical experience is very helpful for their subsequent theoretical learning. In the Model 2, the students are very satisfied because they can learn more theoretical knowledge before the clinical placement. But they also complain they may forget the theoretical knowledge when facing the final exam after a period of clinical placement.
keywords: nursing, curriculum.
@InProceedings{WANG2011DIS,
author = {Wang, Y. and Yin, L.},
title = {DISCUSSION ON THE ARRANGEMENT OF THEORETICAL LEARNING AND CLINICAL PLACEMENT IN NURSING IN MACAO OF CHINA},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {3941-3945}}
TY - CONF
AU - Y. Wang AU - L. Yin
TI - DISCUSSION ON THE ARRANGEMENT OF THEORETICAL LEARNING AND CLINICAL PLACEMENT IN NURSING IN MACAO OF CHINA
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 3941
EP - 3945
ER -
Y. Wang, L. Yin (2011) DISCUSSION ON THE ARRANGEMENT OF THEORETICAL LEARNING AND CLINICAL PLACEMENT IN NURSING IN MACAO OF CHINA, INTED2011 Proceedings, pp. 3941-3945.
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