评估一个共享的反思实践,以发展护理学生的临床判断
Jennifer Maffucci1, Kathryn Vanderzwan, Leah Burt
1Author Affiliations: Clinical Instructor (Dr Maffucci) and Clinical Assistant Professor (Drs Vanderzwan and Burt), Department of Biobehavioral Nursing Science, College of Nursing, University of Illinois Chicago.
Nurse educator
|December 18, 2023
概括
分享结构化反思增强了护理学生的临床判断. 这种方法促进了问责制,意向和社区,支持基于能力的护理教育.
科学领域:
- 护理教育 护理教育
- 临床判断能力的发展
- 反思性实践是一种反思性实践.
背景情况:
- 自我反思是护士教育工作者培养临床判断的关键策略,以培养护士学生的临床判断.
- 有限的研究解决了增强临床判断,特别是在临床环境中的二级护理学生.
研究的目的:
- 探索共享结构化反思教学创新对临床判断技能的影响.
- 评估这项创新的有效性,在所需的学士学位临床课程中对护理学生进行预授权.
主要方法:
- 使用定性描述方法来评估教育创新.
- 这项研究的重点是学生在最后一个学期的加速预执照护理计划.
- 数据收集发生在临床环境中.
主要成果:
- 学生报告说,他们对自己的教育旅程负有更高的责任.
- 参与者在他们的护理实践中体验到更强烈的意向感.
- 同龄学生之间发展出了更强烈的社区意识.
结论:
- 在临床环境中共享反思实践显示出改善护理学生临床判断的潜力.
- 这种方法支持制定基于能力的护理课程.
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