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基于证据的实践教育计划对本科护理学生的有效性:系统性审查和元分析
Dain Jeong1, Chang Park2, Keiko Sugimoto1
1College of Nursing, University of Illinois Chicago, Chicago, IL 60612, USA.
概括
基于证据的实践 (EBP) 教育计划显著提高护理学生的EBP能力,批判性思维和解决问题的技能. 量身定制的,更长的课程和4年级的入学显示出了最大的好处.
科学领域:
- 护理教育 护理教育
- 基于证据的实践.
- 医学教育研究 医学教育研究
背景情况:
- 本科护理课程越来越多地强调基于证据的实践 (EBP).
- 评估EBP教育计划的有效性对于培养未来合格的护士至关重要.
研究的目的:
- 系统地审查和元分析EBP教育对本科护理学生的影响.
- 评估EBP对能力,批判性思维和解决问题的能力的影响.
主要方法:
- 系统审查和对11项研究的元分析 (8项元分析) 到2023年12月.
- 在主要数据库 (PubMed,CINAHL等) 进行搜索. 按照PRISMA的指导方针进行.
- 使用ROB II和ROBINS-I评估偏差风险;效应大小计算为标准化平均差异.
主要成果:
- 对于EBP能力 (1.55),批判性思维 (1.29) 和解决问题的能力 (0.65) 发现了显著的积极效应大小.
- 超回归确定了量身定制的课程 (4-7周) 和4年级的入学率作为增强EBP能力的重要因素.
- 研究之间的高度异质性需要进一步调查.
结论:
- 研究结果支持为护理学生开发可定制的应用EBP教育.
- 有效的EBP教育为毕业生准备临床实施.
- 由于异质性,需要进一步的研究来验证EBP教育成果.
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