国家预防器能力共识研究研究研究
Beth Ulrich1, Mary G Harper, Patsy Maloney
1Author Affiliations: Professor (Dr Ulrich), University of Texas Medical Branch at Galveston; Editor in Chief (Dr Ulrich), Nephrology Nursing Journal, Galveston, Texas; Director of Research and Inquiry (Dr Harper), Association for Nursing Professional Development, Daytona Beach, Florida; Teaching Professor (Dr Maloney), School of Nursing and Healthcare Leadership, University of Washington Tacoma, University Place; Executive Director (Dr Warren), Maryland Organization of Nurse Leaders, Inc/Maryland Nurse Residency Collaborative, Ellicot City, Maryland; Director of Education and Professional Development (Dr Whiteside), Competency and Credentialing Institute, Charlevoix, Michigan; and Biostatistician (Dr MacDonald), Mercy Medical Center, and Founder of Red Cannon Consulting, St Petersburg, Florida.
这项研究开发了一种关于注册护士 (RN) 教师基本能力的共识模型. 这个模型指导了有效的受体的选择,开发和评估.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 基于能力的教育 基于能力的教育
背景情况:
- 注册护士 (RN) 的教师角色至关重要,但缺乏标准化的能力框架.
- 现有的教师职位需要超越典型护理实践的高级技能.
- 需要一个国家标准来定义教师的能力.
研究的目的:
- 建立一个对所需教师能力的共识模型.
- 为了告知选择,发展,支持和评估的感应器.
- 创建一个标准化的框架来评估教师.
主要方法:
- 采用了一种混合方法的方法.
- 全国预防器的调查.
- 电子Delphi和专家小组建立共识.
主要成果:
- 定义了七个教师角色领域:榜样,教师/教练,促进者,保护者,社会化代理人,领导者/影响者和评估者.
- 确定了教师的基本属性和核心能力.
- 验证了一个全面的教师能力模型.
结论:
- 这项研究描绘了教师角色的复杂性.
- 建立了一个关于教师能力的共识模型.
- 该模型为预防器的选择,开发,评估和支持提供了基础.
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