基于能力的护理教育中的评估背景:在低收入国家的护理教育机构进行半结构面试
Eva Mukurunge1, Champion N Nyoni1, Lizemari Hugo1
1School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
在低收入国家实施程序性评估需要仔细关注组织背景,包括人员,文化,结构和技术. 成功采用需要范式转变,利益相关方的支持和合作,以实现可持续的教育创新.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 教育创新教育创新
背景情况:
- 大多数课程改革建议都忽视了低收入国家的背景.
- 程序性评估是一种具有独特实施需求的教育创新.
研究的目的:
- 探索影响一个低收入国家的四个护理机构采用程序性评估的组织背景.
- 确定在资源有限的环境中成功实施程序性评估的关键因素.
主要方法:
- 这项研究利用了设计科学研究框架的环境阶段.
- 与四个护理教育机构的利益相关者进行了半结构化访谈.
- 对收集的定性数据进行了演性的专题分析.
主要成果:
- 组织背景 (人,文化,结构,策略,技术) 对于程序性评估的实施至关重要.
- 成功采用需要评估文化的转变和提高学生和教育工作者的能力.
- 合作和持续的专业发展对于可持续性至关重要.
结论:
- 在低收入国家实施程序性评估是可行的,但需要量身定制的组织战略.
- 解决人类因素,组织能力和技术基础设施至关重要.
- 持续的成功取决于持续的支持,教育,机构间的合作和专业发展.
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