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学习基于证据的实践的瓶:对护理学院的建议
K Brooke Kistler1, Deborah E Tyndall, Annette Peery
1School of Nursing, Catawba Valley Community College, Hickory, North Carolina (Dr Kistler) ; School of Nursing, University of North Carolina at Wilmington, Wilmington, North Carolina (Dr Tyndall); and School of Nursing, East Carolina University, Greenville, North Carolina (Dr Peery).
加速护理学生面临的挑战是学习基于证据的实践 (EBP) 的步骤. 识别认知,程序和情绪瓶可以提高护理教育中的EBP能力.
科学领域:
- 护理教育 护理教育
- 基于证据的实践.
背景情况:
- 学士学位护理教育旨在培养基于证据的实践 (EBP) 能力.
- 研究强调了护士毕业生在EBP能力方面的重大差距.
研究的目的:
- 探索加速学士学位护理学生在学习EBP时遇到的挑战.
- 在加速护理计划中识别特定的学习障碍.
主要方法:
- 采用了定性,描述性的研究设计.
- 专注于识别阻碍学生学习EBP的关键瓶.
主要成果:
- 加快学习EBP步骤给学生带来了相当大的挑战.
- 分析发现了三个主要类别的学习瓶:认知,程序和情绪.
结论:
- 教师应该明确地教授EBP步骤,以促进学生的进步.
- 建议扶梯式学习,协作伙伴关系和反思性实践,以提高EBP在加速护理计划中的能力.
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