能力与熟练度对比:试图在实践学习的背景下开发对这些术语的理解
Debbie Roberts1, Carol Forde-Johnston2
1Professor of Learning and Teaching in Nursing and Midwifery, Faculty of Health, Social Care and Medicine, Edgehill University.
概括
英国的英国.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
背景情况:
- 英国护理教育框架在2018年从"能力"过渡到"熟练".
- 这种语言转变缺乏明确的表达,导致学生护士的评估标准含糊不清.
研究的目的:
- 探索英国护士教育中从"能力"向"熟练"的转变的解释和影响.
- 根据新的"能力"框架,确定评估学生护士的潜在挑战.
主要方法:
- 关于护士教育中"熟练"的解释的Twitter交流的分析.
- 讨论的定性评估,以确定主题和困惑的领域.
主要成果:
- 在教育工作者和评估人员中,关于"能力"的定义和应用存在很大的混乱.
- 担心学生可能会过分强调程序检查清单而不是整体护理.
- "熟练"与以人为中心的护理之间的联系仍然未被定义.
结论:
- "熟练程度"的不清楚定义给英国学生护士的一致和有效评估带来了挑战.
- 需要进一步澄清,以确保将以人为中心的护理纳入"能力"框架.
- 教育机构和监管机构必须解决围绕"能力"的模两可,以支持准确的学生护士评估.
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