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在临床实习中判断护理学生表现的预评估判断框架:一个定性案例研究

Tracey Simes¹, Tracy Levett-Jones², Bobby Harreveld³

¹School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.

Nurse education in practice

|November 11, 2023

概括

经验丰富的临床辅导员使用六种关键模式对护理学生进行预评估判断. 了解这些模式可以提高辅导员的信心和学生学习的反质量.

科学领域:

护理教育护理教育
临床评估临床评估
医疗保健专业发展

背景情况:

临床辅导员,注册护士评估护理学生,在临床实习中发挥着至关重要的作用.
辅导员对预评估判断的信心对于学生的学习和专业发展至关重要.
现有文献强调,需要为临床辅导人员提供更好的培训和支持,以提高绩效评估.

研究的目的:

阐明经验丰富的临床辅导员使用的预评估判断过程.
了解辅导员如何在临床实习期间对护理学生进行绩效判断.
为临床辅导员提供有针对性的培训和支持的发展提供信息.

主要方法:

采用了定性案例研究方法.
数据是通过与15名经验丰富的澳大利亚临床辅导员进行半结构面试来收集的.
采访成绩单使用主题分析在解释性-构造主义范式内进行分析,应用认知连续理论.

主要成果:

确定了六种不同的预评估判断模式:识别模式,承认不确定性,理解关键参与者,验证信息,基准绩效和信息的上下文化.
这些六种模式通过认知连续理论的演应用来验证.
这些发现提供了对临床评估所涉及的复杂认知过程的细微了解.

结论:

阐明这些预评估判断模式可以提高临床辅导员对自己的决策的信心.
提高对判断力的信心可以为护理学生提供更有效,合理和可解释的反.
开发的框架提供了一个初步模型,用于教育临床教育工作者在跨学科准确的绩效判断.

关键词:

认知连续理论认知连续理论判断的判断判断的判断护理学生护理学生绩效表现性能表现表现表现表现定性研究是一种定性研究.学生的安置学生的安置.

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