在成年人/老年人急症护理护士实践者计划中实施和评估生命末期标准化参与者模拟
Shannon Daly1, Sterling Roberts, Sheryl Winn
1About the Authors Shannon Daly, DNP, MSN-Ed, RN, is an assistant professor, Department of Nursing, Middle Georgia State University, Macon, Georgia. Sterling Roberts, DNP, RN, CHSE, is an assistant professor and director, Center for Simulation and Translational Research, Georgia College & State University, Milledgeville, Georgia. Sheryl Winn, DNP, APRN, ANP-BC, is DNP coordinator and an associate professor, Georgia College & State University, Milledgeville, Georgia. Lawanda Greene, DNP, MPH, APRN, AGACNP-BC, is director of nursing and associate professor, Fort Valley State University, Fort Valley, Georgia. For more information, contact Dr. Daly at Shannon.daly@mga.edu .
研究生护理学生通过模拟获得了对生命终端 (EOL) 护理的信心. 虽然自我信心有所改善,但与临床决策相关的焦虑水平在EOL课程后保持不变.
科学领域:
- 护理教育 护理教育
- 抚慰性护理是一种缓解性护理.
- 医疗保健模拟器 医疗保健模拟器
背景情况:
- 研究生护理课程需要全面的终生 (EOL) 内容.
- 执业护士需要技能来管理EOL的整体患者需求.
- 现有的课程可能无法充分解决学生在EOL护理方面的准备.
研究的目的:
- 评估终身护理教育联盟 (EOL中国) 课程对研究生护理学生的影响.
- 测量与EOL临床决策相关的学生自信和焦虑水平的变化.
- 评估EOL模拟在提高护理教育中的有效性.
主要方法:
- 采用了测试前/测试后研究设计.
- 实施了一个EOL模拟体验.
- 护理焦虑和自信与临床决策量表 (NASC-CDM©) 用于评估.
主要成果:
- 学生对临床决策的自信在模拟后显著增加.
- 与临床决策相关的焦虑水平没有显著变化.
- EOL模拟对EOL护理管理中的自我有效性产生了积极的影响.
结论:
- 将EOL模拟纳入研究生护理课程可以增强学生的自信.
- 护士教育者应该考虑基于模拟的学习以获得EOL能力.
- 进一步的研究可能会探索减少焦虑的策略,同时建立对EOL护理的信心.
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