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教育干预和急诊护士的临床实践行为:一个范围审查
Julie Considine1, Ramon Z Shaban2, Margaret Fry3
1School of Nursing and Midwifery, Deakin University, Geelong, Victoria, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, Victoria, Australia; Centre for Quality and Patient Safety Research - Eastern Health Partnership, Box Hill, Victoria, Australia.
教育干预措施在改善急诊护士的临床实践行为方面表现有前途. 然而,很少有研究有效地整合了行为变化理论或认知领域,这表明需要更严格的研究设计.
科学领域:
- 护理教育 护理教育
- 临床实践行为
- 紧急护理 紧急护理
背景情况:
- 紧急护理的教育干预旨在改变护士的行为.
- 本范围审查综合了有关教育干预措施的研究及其对急诊护士临床实践的影响.
研究的目的:
- 描述和综合已发表的关于紧急护士教育干预措施的研究.
- 分析这些干预措施对临床实践行为的影响.
主要方法:
- 以阿克西和奥马利框架为指导的范围审查,使用PRISMA-ScR准则进行报告.
- 在CINAHL,MEDLINE Complete,ERIC和PsycInfo数据库中进行了搜索.
- 合成使用了行为变化轮和布鲁姆的分类学.
主要成果:
- 包括25项研究,显示教育干预措施的大部分积极效果.
- 教育会议是最常见的干预措施 (n=24).
- 干预措施在解决能力 (7项研究),动机 (4项研究) 和机会 (1项研究) 上有所不同;所涉及的认知领域包括分析 (13项研究),合成 (11项研究) 和评估 (2项研究).
结论:
- 很少有研究整合了行为变化理论或针对更高的认知领域.
- 未来的研究应该使用受控设计,并严格报告干预措施和理论基础.
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