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Updated: Jul 21, 2025

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为有意义的学习培训提供单剂量汇报对汇报员质量,时间和结果的影响:早期证据为汇报员培训和频率提供信息

Cynthia Sherraden Bradley1, Brandon Kyle Johnson, Aimee Woda

  • 1About the Authors Cynthia Sherraden Bradley, PhD, RN, CNE, CHSE, ANEF, is assistant professor and director of simulation, University of Minnesota School of Nursing, Minneapolis, Minnesota. Brandon Kyle Johnson, PhD, RN, CHSE, is associate professor and associate dean for simulation, Texas Tech University Health Sciences Center School of Nursing, Lubbock, Texas. Aimee Woda, PhD, RN, BC, is associate professor, Marquette University College of Nursing, Milwaukee, Wisconsin. Jamie Hansen, PhD, RN, CNE, is a clinical professor, Carroll University College of Health Sciences, Waukesha, Wisconsin. Ann Loomis, PhD, RN, CNEcl, is a clinical assistant professor, Purdue University School of Nursing, West Lafayette, Indiana. Kristina Thomas Dreifuerst, PhD, RN, CNE, ANEF, FAAN, is professor and director, PhD Program, Marquette University College of Nursing. This research was supported by a National League for Nursing Research Grant. For more information, contact Dr. Bradley at cbradley@umn.edu .

Nursing education perspectives
|July 26, 2023
PubMed
概括

一次关于"为有意义的学习提供解读" (DML) 的培训提高了学习者的知识,并影响了解读时间. 这凸显了教师培训对于有效的教育报告和积极的学习成果的重要性.

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