农村实践环境中的临床教育模型:一个范围审查
Erin Patterson1, Robyn Plunkett1, Danya Goldsmith-Milne1
1Conestoga College Institute of Technology and Advanced Learning, 299 Doon Valley Drive, Kitchener, Ontario N2G 4M4, Canada.
这次审查发现农村地区的临床护理教育多样化,重点是教师和区块安置. 需要进一步的研究来评估农村临床教育模式的护理学生.
科学领域:
- 护理教育 护理教育
- 农村卫生劳动力发展 农村卫生劳动力发展
背景情况:
- 农村环境中临床教育机会有限,导致医疗保健人员不足.
- 新毕业的护士往往由于接触不足而缺乏为农村实践做好准备.
- 解决农村护士短缺问题需要加强农村临床学习经验.
研究的目的:
- 识别和综合农村环境中临床护理教育模式的文献.
- 了解农村护理的有效临床教育模式.
- 为改善农村护理教育的战略提供信息.
主要方法:
- 进行了范围审查.
- 方法学跟随阿克西和奥马利与乔安娜·布里格斯研究所的指导.
- 分析了来自82个来源的数据.
主要成果:
- 没有明确的农村临床护理教育模式被确定.
- 导师是最常见的导师模式 (n=41).
- 区块安置 (1-16周) 是最常见的 (n=41),通常涉及间歇性护理.
- 一些课程提供多背景的农村学习 (n=24).
结论:
- 在农村的临床学习机会存在显著的变化护理学生.
- 学术实践伙伴关系可以加强农村临床教育.
- 进一步的研究应该评估农村临床教育模型的有效性.
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