与护理过程集成的基于问题的学习对护理学生临床推理,沟通技巧态度和护理过程能力的影响:一项准实验性研究
1Department of Nursing, Daejeon University, Daejeon 300-716, Republic of Korea.
Nurse education in practice
|October 22, 2024
概括
与护理过程集成的基于问题的学习显著改善了护理学生的临床推理,沟通技巧态度和护理过程能力. 这种创新方法提高了护理教育的质量,并为学生准备复杂的临床场景.
科学领域:
- 护理教育 护理教育
- 医学教学医学教学
- 临床技能发展 临床技能发展
背景情况:
- 传统的基于讲座的学习为护理学生提供了有限的临床经验.
- 需要创新的课程,将护理过程纳入实践学习.
- 基于问题的学习 (PBL) 为提高护理教育提供了一个潜在的解决方案.
研究的目的:
- 评估与护理过程集成的PBL对护理学生临床推理的影响.
- 评估这种综合方法对沟通技能的影响.
- 为了确定对护理过程能力的影响.
主要方法:
- 采用了准实验性的,非等效的对照组测试前/测试后设计.
- 三年级护理学生分为控制 (讲座) 和实验 (与护理过程集成的PBL) 组.
- 通过临床推理,沟通技巧态度和护理过程能力的问卷收集数据.
主要成果:
- 实验组在临床推理方面表现出明显更大的改善 (p<.001).
- 在实验组 (p=.033) 中,沟通技能的态度也得到了明显的改善.
- 在实验组中,护理过程能力显著增加 (p<.001).
结论:
- 与护理过程集成的PBL提高了护理学生对临床推理和应用的信心和能力.
- 这种教育策略促进知识的扩展和转移,提高沟通技巧.
- 建议在护理课程中开发高流行病模块,以整合PBL.
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