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Critical Thinking01:19

Critical Thinking

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Creative Thinking01:25

Creative Thinking

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Creative thinking encompasses innovative and unconventional methods for addressing challenges, often leading to groundbreaking solutions. Instead of focusing solely on enhancing existing systems, such as increasing smartphone battery capacity, creative thinking might inspire advancements like energy-efficient batteries or processors that minimize power consumption. This multidimensional approach underscores the importance of exploring novel pathways to innovation.
Divergent thinking is the...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Humanistic Therapy01:24

Humanistic Therapy

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Humanistic therapies emphasize personal growth, self-understanding, and the fulfillment of human potential. Rooted in the belief that individuals inherently strive toward self-actualization, these approaches encourage clients to explore their feelings and experiences in a supportive, nonjudgmental environment. Humanistic therapies differ from psychodynamic approaches by focusing on conscious experiences, present circumstances, and the potential for self-improvement rather than past conflicts...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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变革性教学框架:21世纪教学路线图

Mary K Fey1, Kate J Morse2

  • 1Harvard Center for Medical Simulation, Boston, MA, United States of America; 1606 Grange Rd, Edgewater, MD 21037, United States of America.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing
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PubMed
概括
此摘要是机器生成的。

护理教育必须转变,以弥合学术与实践之间的差距. 变革性教学框架指导护士教育者在新的教师教练角色中,促进专业临床医师的发展,以满足21世纪的医疗保健需求.

关键词:
基于能力的教育教育.基本的东西是最重要的.学部教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教师发展学院的发展护理教育的教育.

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科学领域:

  • 护理教育 护理教育
  • 医疗保健系统 医疗保健系统
  • 专业发展专业发展

背景情况:

  • 美国医疗保健系统经历了重大变化,而护理教育却落后.
  • 越来越大的学术实践差距迫切需要在护理教育中进行转型.
  • 国家学院呼吁在护理教育方面发挥领导作用,以满足21世纪的医疗保健需求.

研究的目的:

  • 引入变革性教学框架作为护士教育工作者的路线图.
  • 引导教师在采取新的教师教练的角色.
  • 促进为现代医疗保健配备的临床医生的专业培训.

主要方法:

  • 为护士教育工作者采用教师教练的角色.
  • 培养基于学习神经科学的教师-学习者关系.
  • 实施临床医师培训的关系和发展行动.

主要成果:

  • 变革性教学框架为教师发展提供了一个结构化的方法.
  • 这一框架有助于在教师与学习者的关系中培养相互信任.
  • 它指导着为21世纪医疗保健的复杂性做好准备的临床医生的发展.

结论:

  • 改变护士教育者实践对于解决学术实践差距至关重要.
  • 由变革性教学框架支持的教师教练角色是这一转型的关键.
  • 这种方法对于培养能够在不断变化的医疗环境中壮成长的合格临床医生至关重要.