修订反射任务与临床判断测量模型语言保持一致:在模拟中最大限度地提高批判性思维,反和测量
Marcella S Williams1, Michelle S Hence
1About the Authors Marcella S. Williams, DNP, RN, CMSRN, CNE, is an assistant professor, Bon Secours Memorial College of Nursing, Richmond, Virginia. Michelle S. Hence, MSN, RN, RNC-OB, is an assistant professor, Bon Secours Memorial College of Nursing. The authors acknowledge the contributions of Holly Pugh, MSHA, BSN, CHSE, who helped with initial revisions of the assignment template and rubric. For more information, contact Dr. Williams at Marcella_Williams@bshsi.org .
通过临床判断语言增强学生反思作业,提高了批判性思维和学习成果. 这项质量改进倡议在试点研究中显示了学生反应的大幅提高.
科学领域:
- 护理教育 护理教育
- 临床判断 临床判断
- 医疗模拟 医疗模拟
背景情况:
- 学生反思对于发展自我意识,深度学习和医疗保健中的专业角色发展至关重要.
- 反思作业为提高批判性思维能力提供了良好的机会.
- 坦纳的临床判断模型是许多护理课程的基础,与临床判断测量模型 (CJMM) 保持一致.
研究的目的:
- 通过整合来自临床判断测量模型 (CJMM) 的语言来修改模拟反射分配模板.
- 通过更新反思任务来改善临床判断的测量.
- 通过结构化的反思来增强学生的批判性思维和学习.
主要方法:
- 教师修改了一个模拟反射分配模板.
- 修订后的模板纳入了临床判断测量模型 (CJMM) 的术语和概念.
- 进行了一项质量改进试点研究,以评估修订后的任务.
主要成果:
- 将CJMM语言集成到反思作业模板中,导致学生的反应大大改善.
- 修订后的模板有助于更好地测量临床判断.
- 试点研究表明,它对学生的批判性思维和反思质量产生了积极影响.
结论:
- 更新反思任务与CJMM调整的语言是一个有效的策略,以提高护理学生的临床判断.
- 修订后的模板有望改善基于模拟的学习中批判性思维的评估.
- 这种方法支持护士教育的专业角色发展和深度学习.
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