通过Dyad/POD模型重新设计执业护士临床教育:可行性研究
Dana Burns1, Leigh Ann Breckenridge, Allison Gregory
1Virginia Commonwealth University, Richmond, Virginia.
Dyad/Precepting to Optimize Development (POD) 模型为执业护士 (NP) 临床教育提供了一种一致的方法. 这种创新模式通过结构化的团队环境来增强学生的发展和评估.
科学领域:
- 护理教育 护理教育
- 医疗保健劳动力发展工作人员
背景情况:
- 执业护士 (NP) 学生的临床教育面临诸多挑战,包括教师短缺和不一致的评估.
- 基于能力的教育需要NP学生的一致的评估方法.
研究的目的:
- 评估Dyad/Precepting to Optimize Development (POD) 模型对NP临床教育的可行性和结果.
- 探索学生,教师和教师的满意度,并确定Dyad/POD模型中的关键主题.
主要方法:
- 一年内进行的混合方法可行性研究.
- 实施Dyad/POD模式,每月举行教师合作会议.
- 分析与学生,教师和教师的重点小组会议.
主要成果:
- 学生,教师和教师报告的高水平的满意度.
- 确定的主题:安全的学习环境,相互学习 ('每个人都教,每个人都学习'),成长思维和团队文化.
- 发现POD结构对于二模型的成功至关重要.
结论:
- Dyad/POD模型提供了一个有前途的解决方案,以提高NP学生发展和评估的一致性.
- 调整临床教师模式至关重要,以满足国家医疗保健提供者的需求.
- 该模型促进了NP教育所必不可少的协作和支持性的学习环境.
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