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护理学生学习从课堂转移到临床实践:一个综合性审查

Sandra Carless-Kane¹, Lorelli Nowell¹

¹Faculty of Nursing, University of Calgary, Canada.

Nurse education in practice

|July 30, 2023

概括

本综述综合了关于护理学生如何将学习从理论转移到临床实践的证据. 关键的促进者包括支持性教育者和理论与实践的协调,而障碍则涉及不清楚的联系和缺乏适用性.

科学领域:

护理教育研究护理教育研究
临床实践整合临床实践整合
学习转移研究学习转移研究

背景情况:

护理学生必须将课堂知识与临床技能相连接,以获得有效的实践.
目前缺乏关于本科护理学生学习转移的证据综合.
课程开发越来越强调将理论知识与实际应用相结合.

研究的目的:

进行关于护理学生学习从理论转移到临床实践的文献综合性审查.
识别影响这种学习转移过程的促进者和障碍.
通过使用公认的框架来综合现有证据.

主要方法:

一个综合性审查,利用惠特莫尔和Knafl框架.
在2022年6月搜索了八个数据库 (MEDLINE,PsycInfo,EMBASE,Web of Science,CINAHL,ERIC,学术搜索完整,教育研究完整).
包括在临床实践中的本科护理学生的英语同行评审文献,使用Joanna Briggs研究所的检查清单和MMAT进行评估.

主要成果:

包括28篇文章:20篇定性,1篇定量,3篇混合方法,3篇理论和1篇整合性评论.
学习转移的促进者包括支持教育工作者,促进反思,并将理论与实践结合起来.
障碍包括课程内容与实践之间的不清楚联系,缺乏榜样和不支持的环境.

结论:

识别的障碍可以减轻,并利用促进者来增强护理学生的学习转移.
关于护理学生如何转移学习的细微过程,存在证据差距.
研究结果为改善从理论教育向临床护理实践过渡的策略提供了信息.

关键词:

在临床实践中.综合性审查是一个综合性审查.学习转移学习转移护理教育的教育.本科护理学生的学生.

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