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解决房间里的大象:在先进实践中区分AACN基本能力水平
Karen Mihelich1, Rosanne Burson1
1University of Detroit Mercy, Detroit, MI, United States of America.
2021年AACN基本指南指导护理教育,但高级能力 (L2) 需要创新. 这种观点重新定义了士和博士学位水平的能力成就,整合了护理实践博士 (DNP) 教育演变.
科学领域:
- 护理教育 护理教育
- 高级实践护理高级实践护理
- 基于能力的教育 基于能力的教育
背景情况:
- 2021年AACN必需品为护理教育提供了一个框架.
- 学术界在定义高级水平 (L2) 能力成就方面面临着挑战.
- 重新设计课程以区分士和博士学位的能力是复杂的.
研究的目的:
- 挑战护理教育工作者扩大能力成就的定义.
- 提出一种以创新为基础的方法来提高高级护理能力.
- 整合护理实践博士 (DNP) 教育和基于能力的教育 (CBE) 的演变.
主要方法:
- 这是一篇观点性的文章,并非基于经验数据收集.
- 它涉及DNP教育和CBE的历史和演变的批判性分析.
- 作者提出了一个概念框架,以实现高级能力.
主要成果:
- 当前的框架可能无法充分解决L2能力差异化的细微差别.
- 提出了基于创新的能力定义.
- 突出的是DNP教育里程碑的整合.
结论:
- 先进的护理教育需要重新定义能力获得的方法.
- 创新和历史背景对于课程重新设计至关重要.
- 对于高级实践护士来说,需要在士和博士学位能力之间进行更明确的区分.
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