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影响护理学生在模拟汇报期间反思思维的因素
Giyon Kim1, S Barry Issenberg, Young Sook Roh
1Author Affiliations: Professor (Dr Kim), Yonsei University, Wonju College of Nursing, Ilsan-ro, Wonjuju-si, Gangwon-do, Republic of Korea; Professor (Dr Issenberg), University of Miami Miller School of Medicine, Miami, Florida; and Professor (Dr Roh), Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea.
护理学生有效的模拟报告取决于流程设计和沟通. 改善学生和教师之间的互动促进了关键的反思思维技能.
科学领域:
- 护理教育 护理教育
- 基于模拟的学习
- 反思性实践是一种反思性实践.
背景情况:
- 反思性思维对于模拟报告期间的学习至关重要.
- 在这种情况下,影响反思性思维的因素尚不清楚.
研究的目的:
- 确定影响护理学生反思思维的因素,在模拟汇报期间.
主要方法:
- 横截面描述性调查设计.
- 198名韩国护士学生通过网络填写了问卷.
- 用多重回归分析来确定影响因素.
主要成果:
- 解读过程设计,学习者沟通技巧,学生对学生和教师对学生的互动显著影响了反思性思维.
- 心理安全对反思性思维没有显著影响.
结论:
- 护士教育者应该专注于优化汇报过程和沟通策略.
- 促进学生-学生和教师-学生的互动是提高模拟汇报中反思性思维的关键.
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