基于扎根理論的臨床實(shí)習(xí)護(hù)生參與多學(xué)科教學(xué)驅(qū)動(dòng)力模型的構(gòu)建
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AbstractObjective：Toexplorethedrivingforcesforclinicalintenursingsudents’participationinmultidisciplinaryteam（MDT） teachingbasedoouddydtosuctetodelos：Usigouagodducudt interviewswereconductedwith12 intenursingstudents.Anddataaalysiswascariedoutthroughthre-levelcodingandcontiuous comparison.Results：Theconstructeddrivingforce modelforintenursingstudentsparticipationinMDTteachingincludedfourmain categories，namelytheMDteachingenvironment，MDteachingcognition，personalfactors，andsocialsupport，aswelas13 subcategories.hefourmancategoriesereregardedasteguaranteefactororefactorsubjectfactorndeyactoroftedrivingforce respectively.Cocusios：IneprossofrgoutMtachglicalyitiscommendedtusoteorefactooftacg cognition，taketeitiativetoprovideorganzatioalsupportandensureteteacingnviromentAtthesamei，atentionsouldbe paidtotheinfluenceoffamilyandsocialfactorsAndteachingshouldlsobcariedoutincombinationithindividualcharacteristics.
Keywordslearning motivation; modelconstruction;grounded theory; multi-disciplinary cooperation; nursing education摘要目的：基于扎根理論構(gòu)建臨床實(shí)習(xí)護(hù)生參與多學(xué)科合作（MDT）教學(xué)的驅(qū)動(dòng)力模型。（剩余15768字）