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在痴呆症护理教育中确定本科护士的学习要求和教学策略:一个名义组技术

Susana Cariñanos-Ayala¹, Jagoba Zarandona¹, Iván Durán-Sáenz¹

¹Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain.

Nurse education in practice

|July 19, 2023

概括

学生护士需要加强痴呆症护理教育,重点是理论知识,沟通和道德. 经验式学习被认为是改善痴呆教育的最有效的教学策略.

科学领域:

老年学是一门学科.
护理教育护理教育
痴呆症护理痴呆症护理痴呆症护理

背景情况:

痴呆症是一个日益严重的全球健康问题,需要熟练的护理护理.
护士往往缺乏专门的痴呆症培训,造成教育差距.
护理课程需要为痴呆教育制定明确的框架.

研究的目的:

确定痴呆症护理学生护士的基本学习要求.
确定痴呆教育中最有效的教学策略.
在专家之间就痴呆症护理教育优先事项达成共识.

主要方法:

使用名义小组技术 (NGT) 来构建结构化的共识.
在2021年11月与9名痴呆症护理专业人员进行了面对面的会议.
雇员创意,讨论,投票和排名来优先考虑学习需求和战略.

主要成果:

优先学习要求包括:理论上了解痴呆症,沟通技巧,解决护理人员需求,全面评估和道德实践.
经验式学习方法被认为是最有效的教学策略.
在学生护士的关键教育优先事项上达成共识.

结论:

该NGT成功地确定和优先考虑了痴呆症护理学生护士的学习需求.
推体验式学习作为痴呆教育的最佳教学方法.
这些发现可以指导护士教育者制定改进的痴呆症护理课程.

关键词:

课程设计课程设计痴呆症是一种痴呆症.名称组技术名称组技术护士教育研究护士教育研究护理护理护理护理护理护理护理学生护理学生

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