评分实践作为提高本科护士教育能力的策略:模拟能力的关键领域
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Updated: Jul 24, 2025

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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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Sarah H Annesley1, Alan Platt1, James A Wade1
1Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne NE7 7XA, United Kingdom.
Nurse education today
|July 2, 2023
概括
在本科护理教育中测试了一种在线评分实践工具 (GPT). 该工具显示了学生队伍对临床能力评估的不同影响,突出了对响应性评估方法的需求.
科学领域:
- 护理教育 护理教育
- 临床能力评估临床能力评估
- 在线学习工具 在线学习工具
背景情况:
- 传统的本科护理评分实践往往是避免由于教育缺陷的感知.
- 在护理教育中评估临床实践带来了独特的挑战.
研究的目的:
- 评估一个创新的在线评分实践工具 (GPT) 在本科护士教育.
- 建模最终实践成绩的决定因素,并分析它们与临床能力领域和客观结构化临床检查 (OSCE) 成绩的关系.
主要方法:
- 这是一项涉及782名护理学生的横截面研究,涉及两个连续的队列.
- 使用专门设计的在线评分实践工具 (GPT),在四个临床能力领域实现了36个目标.
- 在完成最后的实践学习实习后,GPT被管理.
主要成果:
- 在两个队伍之间观察到平均最终实践成绩的统计学上显著差异.
- 回归建模表明,所有四个评估的临床能力领域均对总样本的最终成绩作出了同等贡献.
- 队列特异性分析显示,对最终成绩的影响不同,队列1强调临床思维和专业性,而队列2关注以人为中心的护理和患者安全. 值得注意的是,第二个队列在最终成绩,能力领域和欧安组织成绩之间没有显著的相关性.
结论:
- 实践学习对于培养学生的专业意识和护理技能至关重要.
- 新的评分实践工具在评估大学生护理学临床能力方面表现出有效性.
- 护士教育者应采用响应和创新的方法来评估在实践学习环境中的临床能力.
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