1分钟的教师,以改善诊断推理在初级保健护士执业者住院计划的诊断推理
Kristin Kopelson1,2, Shelly de Peralta1,2, Nancy A Pike2,3,4
1Department of Medicine, Veteran's Administration, Greater Los Angeles, CA.
概括
一分钟预防者 (OMP) 模型改善了执业护士 (NP) 实习生的诊断推理. 这种使用OMP和Reporter,Interpreter,Manager和Educator (RIME) 框架的标准化方法增强了预测和学员反.
科学领域:
- 医学教育 医学教育
- 高级实践护理高级实践护理
- 临床推理 临床推理
背景情况:
- 一分钟预防者 (OMP) 模型和记者,解释者,经理和教育者 (RIME) 框架是医生培训的确立工具,用于诊断推理和进度评估.
- 它们在执业护士 (NP) 培训中的应用仍然未得到充分探索,突出了标准化的教育方法的差距.
研究的目的:
- 通过OMP模型和RIME评分,评估实施一种标准化的方法来预测NP实习生.
- 评估这种标准化方法对诊断推理,教师自我效能和退伍军人事务 (VA) 环境中的教学技能利用的影响.
主要方法:
- 一个为期12周的质量改进项目,利用两个计划-做-研究-行动 (PDSA) 周期.
- 一个方便样本的教师和NP实习生接受了关于OMP技术和RIME评分的1小时研讨会.
- 采用对的样本t测试和描述性统计数据来分析干预前和干预后的数据,包括RIME分数,教师自我有效性和教学技能.
主要成果:
- 平均RIME分数从干预前的1.62显著改善到干预后的2.23 (p < .001).
- 在PDSA周期之间,RIME分数继续改善,从2.07到2.48 (p < .001).
- 很高比例的参与者发现OMP模型和RIME框架有帮助 (91%的教师,100%的学员).
结论:
- OMP模型有效地提高了NP学员的诊断推理技能.
- 联合的OMP和RIME框架成功地规范了预测过程,并促进了关于实习生发展的富有成效的讨论.
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