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一种混合方法,用于评估临床实践在最后一年的护理学生
Elsa Gil-Mateu1,2, Silvia Reverté-Villarroya1,2, Núria Albacar-Riobóo1,2
1Nursing Department, Campus Terres de l'Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain.
这项研究引入了一种混合型,以学习者为中心的护理教育模式. 它通过反思性实践和虚拟论坛增强临床技能和批判性思维,提高整体教学质量.
科学领域:
- 护理教育 护理教育
- 临床技能发展 临床技能发展
- 教学模式的教学模式
背景情况:
- 临床实践对于护理学生过渡到现实至关重要.
- 有效的教学关系和反思的陪伴是至关重要的.
- 现有的模型可能无法完全整合实际技能与反思性学习.
研究的目的:
- 为护理学生设计和评估一种混合,以学习者为中心的培训模式.
- 促进反思和获得特定的临床技能.
- 提高临床实践期间护理教育的质量.
主要方法:
- 与87名护理学生进行前性观察研究.
- 实施混合模式,包括动态虚拟论坛和个人改进计划 (IIP).
- 通过自行填写的利克特比例表问卷进行评估.
主要成果:
- 为临床实践制定了一个统一的伴随模型.
- 作为横向活动,IIP和虚拟论坛被整合在一起.
- 在学习评估,教程,虚拟论坛,自我评估和学生满意度方面观察到统计学意义上的差异.
结论:
- 混合模式有效地支持学生获得技能,知识和态度.
- 它促进批判性思维,提高护理学位临床实践的质量.
- 这种模式中的以学生为中心的方法有助于能力发展.
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