教学方法培养护理学生的关爱行为:一个范围审查
Leodoro J Labrague1, Arwa Atef Obeidat2
1School of Nursing and Healthcare Leadership, University of Washington - Tacoma, USA.
Nurse education today
|December 25, 2024
概括
多样化的教学方法有效地提高护理学生的关爱行为. 需要进一步的研究来证实这些发现及其对患者护理质量的长期影响.
科学领域:
- 护理教育 护理教育
- 教学策略 教学策略
- 医疗保健专业发展
背景情况:
- 培养护理学生的关爱行为对于高质量的患者护理至关重要.
- 不同的教学方法在培养这些行为方面的比较有效性尚未得到充分理解.
研究的目的:
- 系统地审查和评估用于培养护理学生关爱行为的教学方法.
- 确定与不同教学策略相关的结果.
主要方法:
- 采用了一个范围审查设计.
- 从2000年1月到现在,在五个主要数据库 (PubMed,CINAHL,Scopus,Web of Science,ERIC) 进行了全面的文献搜索.
- 遵循了系统性审查和扩展范围审查的元分析 (PRISMA-ScR) 准则的首选报告项目.
主要成果:
- 审查中包括了22项研究.
- 确定了四种主要的教学方法:模拟交互式学习,以关怀为中心的教育计划/课程和沉浸式/服务式学习.
- 所有审查的方法都对增强学生的关爱行为产生了积极的影响.
结论:
- 整合不同的教学方法,以体验,认知和行为学习理论为基础,显著改善护理学生的关爱行为.
- 需要更严格的研究设计来验证这些积极的结果.
- 护士教育者应该利用多种教学策略来满足各种学习需求,并增强关怀行为.
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