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Updated: Jul 24, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
临床评估在护理教育能力:我们知道什么?
Elizabeth Van Horn1, Lynne P Lewallen
1About the Authors Elizabeth Van Horn, PhD, RN, CNE, is an associate professor, Elon University Department of Nursing, Elon, North Carolina. Lynne P. Lewallen, PhD, RN, CNE, ANEF, is professor and associate dean for academic affairs, University of North Carolina at Greensboro School of Nursing, Greensboro, North Carolina. For more information, contact Dr. Van Horn at evanhorn2@elon.edu .
在护士教育中测量临床能力缺乏标准化工具. 本次审查强调了需要客观,可复制的方法来有效地定义和评估护理学生的能力.
科学领域:
- 护理教育 护理教育
- 临床能力评估临床能力评估
- 医疗保健专业发展
背景情况:
- 标准化的执照考试评估了最低的实践能力,但研究中没有关于定义护理临床能力的共识.
- 研究文献缺乏对护理学生临床能力的明确,统一的定义或商定的组成部分.
研究的目的:
- 系统地审查研究文献,并确定客观的,可复制的方法来衡量在本科护理教育的临床能力.
- 检查现有的测量策略对护理学生的临床能力.
主要方法:
- 进行了全面的文献搜索,以确定评估临床环境下护理学生一般能力的研究.
- 分析了2010年至2021年间发表的12份研究报告.
主要成果:
- 对护理能力的评估涵盖了各种概念,包括知识,态度,行为,道德,价值观,个人属性和认知/精神运动技能.
- 大多数研究都使用了由研究人员开发的工具,这表明缺乏标准化的工具.
结论:
- 临床能力在护理教育中至关重要,但并未得到一致的定义或评估.
- 缺乏标准化的工具有助于用于评估护理教育和研究能力的方法和措施的异质性.
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