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首页> 外文期刊>Journal of human nutrition and dietetics >An evaluation of the integration of theory and practice during practice education: Placement A.
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An evaluation of the integration of theory and practice during practice education: Placement A.

机译：在实践教育中对理论与实践相结合的评估：布置A。

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Background: The need to increase student placement capacity resulted in a new model for the delivery of Placement A by the Scottish Stakeholder Partnership (Transition Team Implementation Programme, 2007). A number of initiatives to increase capacity have also been implemented in London, including a pilot building on the Scottish experience where Placement A is delivered in two parts: a series of integrated 'day placements', followed by a 2-week block placement at an approved placement setting. The delivery of the 4 week model for Placement A was evaluated to obtain baseline data and to ensure students' ability to integrate campus-based learning with placement learning was considered in the design of an alternative delivery model. Methods: A questionnaire was completed by 35 third year undergraduate students at King's College London and 14 second year undergraduate students at London Metropolitan University, after they had returned to university after a 4-week Placement A. Using a five-point Likert scale, students were asked to indicate the level of agreement with 29 statements, including nine relating to the tasks and integration of learning between campus and placement. Other questions related to student enjoyment, motivation, range of experiences and student perception of Placement A's impact on their preparation for Placement B. Results: The results showed that 38 of the 53 (72%) students felt that the 4-week placement duplicated learning at university, but the same number also felt that the tasks undertaken helped them to apply what they had learned at university. Whilst the majority of students (43/53) agreed that the placement was enjoyable, 26 students responded they were bored at times during their placement. Four students indicated that after Placement A they were rethinking their decision to study dietetics. Discussion: Students' responses reflected the role of the placement in the application of theory, and the duplication of tasks between practice and university is likely to be necessary tofulfil this role. The integration of theory and practice is an important educational outcome of practice placements, and the finding that some students' are unable to relate placement tasks to campus-based learning raises a concern that the theory-practice gap could be better addressed. Improved integration may benefit the student experience and enjoyment of Placement A. Conclusions: The results from this evaluation will inform the pilot of the new delivery model for Placement A in London. Reference Transition Team Implementation Programme. (2007) Working In Partnership Towards Local Allocation of Dietetic Practice Placements - TTIP Progress Report, February 2007. Available at http://www.lmu.ac.uk/health/ttip/documents/progressreport.pdf (accessed on 18 January 2008).
机译：背景：由于需要提高学生的安置能力，因此，苏格兰利益相关者伙伴关系提供了一种新的交付安置模式A（过渡小组实施计划，2007年）。伦敦还实施了许多提高产能的计划，包括在苏格兰经验的基础上进行试点，将分期安置A分为两个部分：一系列综合的“日间安置”，然后在两周的整日安置中进行。批准的展示位置设置。评估了安排A的4周模型的交付情况以获得基线数据，并确保在替代交付模型的设计中考虑了学生将基于校园的学习与安置学习相结合的能力。方法：在伦敦大学国王学院的35名大三本科生和伦敦城市大学的14名二年级本科生完成问卷调查后，他们经过4周的A安置后重返大学。使用李克特五点量表，学生被要求用29项陈述来表示同意程度，其中9项涉及校园与安置之间的任务和学习整合。其他与学生的乐趣，动机，经历范围和学生对A学位对他们准备B学位的影响有关的问题。结果：结果显示，在53名学生中，有38名（72％）认为4周的学习重复了学习在大学里，但同样的数字也认为所完成的任务帮助他们运用了在大学里学到的知识。尽管大多数学生（43/53）认为布置很愉快，但26名学生回答说他们在布置期间有时会感到无聊。四名学生表示，在A学位课程后，他们正在重新考虑学习饮食学的决定。讨论：学生的回答反映了实习在理论应用中的作用，实践和大学之间的任务重复可能是实现这一作用的必要条件。理论与实践的结合是实践实习的重要教育成果，而一些学生无法将实习任务与校园学习联系起来的发现引起了人们的关注，即理论与实践之间的差距可以得到更好的解决。更好的整合可以使学生体验和获得A安置的乐趣。结论：该评估的结果将使飞行员了解伦敦A安置的新交付模式。参考过渡小组实施计划。 （2007年）合作开展饮食实践场所的本地分配-TTIP进度报告，2007年2月。请访问http://www.lmu.ac.uk/health/ttip/documents/progressreport.pdf（2008年1月18日访问） ）。

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