小組對話的師生共學：精神衛生護理學實習為例

Co-learning in Small Group Dialogue–Clinical Education of Psychiatric-Mental Health Nursing

研究目的：探究自由談在臨床小組教學的實作內容。研究方法：採反思分析法，以護理學系四年級精神衛生護理學實習的小組教學團體為對象，每週一次，每次兩小時，包括學生團體與教師團體兩階段，共進行9次，每個團體人數為8至14人。本研究收集自由談小組對話團體紀錄，及參與成員心得等資料，進行內容分析。研究結果：臨床小組教學中呈現師生對話共融的共學形式，經由團體的動力，師生共同探究存在與理解真實。對話共融是指師生之間在對話中共同創造與相互調節，觸發學生的自性、教師的覺照；探究存在是透過自由談的話題，關注著他人與自身的存在；理解真實，是對客觀現象的理知與內在主觀體驗的感知。研究結論：此自由談的兩階段臨床小組教學團體，可促進師生共同成長。團體中，以不言之教促進對話共融，以賞識探詢探究存在，以體知學習理解真實，開展出團體對話的深度學習。

Purpose: The aim of this paper was to explore the utility of free-floating discussion in small group learning for a clinical course in psychiatric-mental health nursing. Methods: Groups met once a week for 9 weeks, 2 hours at a time, consisting of 8 to 14 members for each session. Each session has two stages, the first one was for nursing students; the second one was for clinical preceptors. We used the reflective analysis approach and content analysis to examine transcriptions of the group sessions, assignments, and teaching journals. Results: Free-floating discussion promoted co-learning by means of inclusive dialogue between teachers and students. Co-learning enabled exploration and understanding. We found that co-learning resulted from a dialogue supporting mutual inclusion that enabled exploration of the existence of self and other, which promoted understanding through experience. Conclusion: Free-floating discussion in two-stage groups facilitated the co-learning of clinical teachers and nursing students. This small group learning exercise demonstrated the appreciative inquiry that emerges from group dialogue. It also allowed existence experiences to emerge from teaching without talking, and promoted embodied learning that supports creative understanding. Group dialogue facilitated deep learning and the construction of wisdom from practice.