探索临床判断能力在第二学位学士学位的科学护理学生:一个混合方法研究研究
Cheng-Fang Yang1, Bih-Shya Gau2, Yun-Hsiang Lee2
1Second-Degree Bachelor of Science in Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Yunlin Branch, Yunlin, Taiwan.
实施临床判断模型和案例场景改善了护理学生做出临床判断的能力. 虽然批判性思维没有显著的变化,但定性数据显示了对临床背景和护理科学整合的更好理解.
科学领域:
- 护理教育 护理教育
- 临床判断能力的发展
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 二级护理学生经常发现临床指导是抽象的,很难应用于现实世界的判断.
- 弥合理论知识和实际临床决策之间的差距是执照前护士面临的关键挑战.
研究的目的:
- 在护理教育中实施临床判断模型和案例场景.
- 评估这些干预措施对学生临床判断和批判性思维技能的影响.
主要方法:
- 一项混合方法研究,涉及调查和在线访谈,对台湾的本科护理学生进行.
- 课程前后收集的定量数据,随后对面试进行了定性分析.
- 有目的地抽取48名参与者进行调查,20名参与者进行采访.
主要成果:
- 显著改善学生的临床判断力和使用案例场景识别健康问题的能力.
- 干预后的批判性思维能力没有显著差异.
- 定性主题包括建立临床判断背景,将基础科学与护理联系起来,并开发更广泛的视角.
结论:
- 整合临床判断模型和案例场景有利于缺乏临床实践经验的护理学生.
- 为教育工作者提供有效的课堂和临床评估策略.
- 加强教育框架,培养有能力的未来护士.
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