在医疗保健教育中学习协作临床推理:综合性审查
Linda Hublin1, Jaana-Maija Koivisto2, Markus Lyyra3
1Department of Nursing Science, Tampere University, Finland.
概括
在医疗保健教育中学习协作临床推理 (CCR) 需要特定的方法,环境和学习者参与. 了解这些特征和先决条件对于有效的培训至关重要.
科学领域:
- 医疗保健教育 医疗保健教育
- 医学教育 医学教育
- 协作临床推理的合作
背景情况:
- 协作临床推理 (CCR) 涉及医疗保健专业人员共同分析患者情况.
- 在医疗保健教育中,获得CCR的熟练程度是关键的学习目标.
研究的目的:
- 描述学习协作临床推理的定义特征.
- 确定在医疗保健教育中培养协作临床推理技能的基本先决条件.
主要方法:
- 采用了一种综合性审查方法.
- 2020年5月,在四个主要数据库 (CINAHL,Pubmed/Medline,Scopus,Eric/EBSCO) 进行了系统的文献搜索,并于2022年8月进行了更新.
- 诱导性内容分析用于分析33篇选定的同行评审文章.
主要成果:
- CCR学习的特点包括方法,环境和学习者属性.
- 预先条件包括教学准备 (学习情况),有效的互动 (促进,反,同行沟通) 和现实的临床背景.
- 学习环境和学习者参与是开发CCR技能的关键因素.
结论:
- 虽然存在各种CCR学习方法,但必须考虑有效干预的具体特征和先决条件.
- 优化学习情况,互动和临床背景对于加强医疗保健专业人员的协作临床推理至关重要.
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