Abstract
In this study, we aimed to examine the components of student learning in an observation-based practicum at medical residential care facilities for people with severe motor and intellectual disabilities (SMID) and to structurally organize these components to derive educational implications for the pediatric nursing practicum. Questionnaires were administered to 47 enrolled students to investigate what they observed during and learned from the practicum (qualitative data from open-ended responses). We assessed students’ learning experiences using the Steps for Coding and Theorization (SCAT). Our analysis identified five core pediatric nursing perspectives derived from the students’ learning experiences. These perspectives were anchored in “support tailored to individual needs through interpretive understanding.” The five perspectives were: “promotion of development unique to each child,” “development supported through multidisciplinary collaboration,” “rethinking the protection of children’s rights,” “ensuring a suitable living environment for each child,” and “family-centered care that respects and maintains family connections.” Through these perspectives, the students found “an understanding of children’s life trajectories.” These observations suggest four key educational values: “a reconceptualization of individuality grounded in developmental understanding,” “recognizing the importance of protecting children’s rights,” “a broadened perspective on the lives and family contexts of children,” and “heightened awareness of the diverse continuity of children’s life trajectories.” Furthermore, educational implications are derived to facilitate this structure as a learning process.
