临床护士教育工作者在护理实习期间在混合学习环境中对基于能力的护理教学的观点:一项描述性的定性研究
Na Zhou1, Lili Yang1, Jiayu Pan1
1Nursing Department, Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University, Hangzhou, Zhejiang Province, China.
Nurse education in practice
|July 3, 2024
概括
临床护士教育工作者在护理实习期间面临混合学习的挑战. 关键教学能力包括专业性,识字,专业知识和沟通,为新的基于能力的教学模式提供信息.
科学领域:
- 护理教育 护理教育
- 临床培训 临床培训
- 混合式学习是一种混合式学习.
背景情况:
- 混合学习和基于能力的教学增强了护理实习经验.
- 临床护士教育工作者在掌握混合学习策略方面遇到困难.
- 护士学生的监督实践培训是在临床环境中进行的.
研究的目的:
- 探索临床护士教育工作者的观点,教学能力在混合学习的护理实习.
- 识别教学能力的挑战和基本要素.
- 为护理教育制定基于能力的教学模式提供信息.
主要方法:
- 使用半结构面试进行的描述性定性研究.
- 来自不同临床学科的11名认证护士教育者 (CNEs) 参加了会议.
- 用于数据解释,采用主题分析与持续比较.
主要成果:
- 在教学能力方面,出现了五个关键主题:专业性,教学素养,学科专长,信息素养和人际沟通.
- 这些主题反映了CNE关于在护理实习中混合教学的观点.
- 获得了关于CNE在混合学习环境中的实践和挑战的见解.
结论:
- 确定的主题支持创建基于能力的护理教学模式,用于混合学习.
- 提高教学素养对于有效的教学方法和参与至关重要.
- 研究结果旨在提高实习学员的教学效率和学习成果.
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