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在刚果民主共和国,接受了基于能力和基于目标的教育培训的护士的临床能力:一项定性研究
Mari Nagai1, Miyuki Oikawa2, Tomoko Komagata3
1Bureau of International Health Cooperation, National Center for Global Health and Medicine, Tokyo, Japan. mnagai@it.ncgm.go.jp.
Human resources for health
|June 4, 2024
概括
刚果民主共和国护士的基于能力的教育 (CBE) 是有前途的,CBE培训的护士在沟通和决策方面表现出色,但需要更强大的临床技能. 加快CBE实施是改善护理护理的关键.
科学领域:
- 护理教育 护理教育
- 医疗卫生工作人员发展发展.
- 临床能力评估临床能力评估
背景情况:
- 全球护理教育优先考虑基于能力的教育 (CBE) 以改善人口护理.
- 刚果民主共和国 (DRC) 主要在服务前护理中使用基于对象的教育 (OBE).
- 最近对刚果民主共和国经过CBE和OBE培训的护士临床能力进行了定量比较.
研究的目的:
- 质量地探索监督员和护士对临床能力的看法.
- 为了对CBE与OBE护士能力的定量发现进行三角化.
- 确定影响临床环境中护士能力的因素和障碍.
主要方法:
- 使用传统内容分析的定性描述方法.
- 与临床监督人员进行了20次采访.
- 与经过CBE和OBE培训的护士举行了21-22个焦点小组讨论 (FGD).
主要成果:
- 监督人员注意到CBE护士在专业沟通,决策和专业发展方面的优势.
- 与OBE护士相比,CBE护士在临床技能方面被认为较弱.
- 监督人员在标准化护理方面存在挑战,而CBE护士在证明能力方面存在挑战.
结论:
- 研究结果支持卫生部在护理教育中扩大CBE的政策.
- 缓慢实施CBE阻碍了充分利用所获得的能力.
- 加快CBE的实施需要加强部门间合作和长期改革战略.
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