混合理论创新的临床教学策略:护理教育的变革性方法
LaTashia Kiel1, Danica Sumpter
1About the Authors LaTashia Kiel, DNP, APRN, was clinical assistant professor at The University of Texas at Austin School of Nursing, Austin, Texas. She is now employed by the Modern Heart and Vascular Institute, Humble, Texas. Danica Sumpter, PhD, RN, is a clinical associate professor, The University of Texas at Austin School of Nursing. For more information, contact Dr. Kiel at latashia.kiel@utexas.edu or latashia02@yahoo.com.
混合理论创新临床教学策略 (HICTS) 通过整合学习理论来增强学生的信心和临床推理,同时支持教师,提高护理教育. 进一步的研究将探索它的全部影响.
科学领域:
- 护理教育 护理教育
- 临床教学策略的临床教学策略
- 学习理论学习理论
背景情况:
- 护士教师在临床教育中面临挑战,包括有限的安置和教师.
- 不断变化的认证需求需要创新的教学方法.
- 教师的创造力对于解决这些教育障碍至关重要.
研究的目的:
- 引入混合理论创新的临床教学策略 (HICTS).
- 为护士教师和学习者提供一种变革性的教育方法.
- 解决临床护士教育面临的挑战.
主要方法:
- HICTS集成了多种学习理论.
- 学习者参与影像和反思的实践.
- 该战略侧重于教师和同行行动.
主要成果:
- 学习者表现出更大的信心和更好的临床推理技能.
- HICTS为教师提供好处,包括减少工作量.
- 为教师和学习者提供个性化的支持.
结论:
- HICTS为临床护士教育提供了一种全新的方法.
- 需要进一步的研究来优化HICTS的实施.
- 衡量HICTS对学习者成果的影响至关重要.
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