无论如何,这是谁的线? 本科护理模拟用于打破坏消息
Lynn L Wiles1, Ingrid Mahoney, Sarah Hutton
1About the Authors The authors are faculty at Old Dominion University School of Nursing, Virginia Beach, Virginia. Lynn L. Wiles, PhD, RN, CEN, is an associate professor. Ingrid Mahoney, MSN, RN, is an adjunct lecturer. Sarah Hutton, MSN, RN, CPN, is a lecturer. For more information, contact Dr. Wiles at lwiles@odu.edu .
Nursing education perspectives
|February 26, 2024
概括
护士和学生现在可以为传递困难的健康消息做好准备. 使用SPIKES协议 (设置,感知,邀请,知识,同理心,策略/总结) 的模拟训练了高级学生在早期结果披露后处理患者问题.
科学领域:
- 提供医疗保健服务.
- 护理教育的教育.
- 患者沟通 患者沟通
背景情况:
- 传统上,医疗保健提供者是坏消息.
- 数字健康技术允许患者在临床解释之前访问实验室结果.
- 护士和学生越来越多地成为患者收到意想不到的健康信息的第一个接触点.
研究的目的:
- 描述一个模拟设计,以准备高级学士学位护理学生.
- 提高学生管理患者问题和传递坏消息的能力.
- 为学生提供技能,以应对早期诊断结果披露的挑战.
主要方法:
- 一个基于模拟的学习经验是为高级学士学位护理学生开发的.
- 作为模拟的框架,使用了SPIKES协议 (设置,感知,邀请,知识,同情,策略/摘要).
- 学生们在受控环境中练习了如何回应患者的询问,以及如何传递困难的健康信息.
主要成果:
- 该模拟为学生提供了一个应用沟通策略的实际平台.
- 学生们对自己处理敏感患者互动的能力有了更大的信心.
- 这次演习强调了在护理实践中结构化沟通协议的重要性.
结论:
- 模拟培训有效地为护理学生准备好打破坏消息的复杂性.
- 该SPIKES协议为护士提供了一个有价值的框架来管理困难的患者对话.
- 将护理教育适应数字时代对于有效的患者护理和沟通至关重要.
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