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一个定性分析,调查本科护理学生的能力评估
Jo Borren1, Erik Brogt2, Cathy Andrew2
1University of Otago, Christchurch, New Zealand.
Contemporary nurse
|August 10, 2023
概括
在新西兰评估护理学生的能力,发现实践中存在显著差异. 制定有效的,特定于一年的评估策略对于反映学生在护理课程中的进步至关重要.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 基于能力的评估.
背景情况:
- 报告新西兰本科护理课程中的能力评估过程.
- 确定当前的实践和能力评估的构建,以与学生的发展保持一致.
研究的目的:
- 探索和描述新西兰本科护理课程当前的能力评估实践.
- 了解能力评估是如何结构化的,以反映学生在整个学位的发展.
主要方法:
- 定性探索性-描述性研究设计.
- 与来自九所高等院校的护士教育工作者进行了半结构面试.
- 对面试数据进行主题分析.
主要成果:
- 确定了三个关键主题:临床评估教学,能力测量和关系评估实践.
- 揭示了机构之间和机构内部能力评估实践的显著差异.
- 在整个护理学位课程中强调了在架构能力评估中的挑战.
结论:
- 强调需要评估过程,以适应护理学生不断变化的能力.
- 建议培养专门设计的能力,以便在护理课程的每个年级适当地评估学生.
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