从学习者到领导者:导师角色对护理学生在临床模拟中的专业发展的影响
Cristina García-Salido1,2,3, Estel la Ramírez-Baraldes1,2,3,4, Daniel Garcia-Gutiérrez1,2,3
1Departamento de Enfermería, Facultad de Ciencias de la Salud de Manresa, Universitat de Vic-Universitat Central de Catalunya (UVic-UCC), Av. Universitària, 4-6, 08242 Manresa, Spain.
Nursing reports (Pavia, Italy)
|December 27, 2024
概括
作为临床模拟教练的第四年护理学生提高了领导力和沟通能力. 这种角色转换大大提高了护士教育中的专业发展和教学能力.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 教学发展教学发展
背景情况:
- 临床模拟对于护理教育,理论与实践的桥梁至关重要.
- 在模拟中,学生过渡到教师角色的影响未得到充分研究,尤其是在西班牙.
- 这项研究探讨了导师角色如何影响第四年护理学生的专业成长.
研究的目的:
- 调查在临床模拟中担任导师角色对四年级护理学生专业发展的影响.
- 了解护理学生在模拟环境中教同学时获得的教学能力.
- 在护理模拟环境中探索从学生到教师的过渡经验.
主要方法:
- 定性解释的现象学方法. 定性解释的现象学方法.
- 来自UVic-UCC的九名第四年级护理学生参加了这次活动.
- 通过半结构面试,焦点小组和非参与者观察收集的数据;使用专题分析进行分析.
主要成果:
- 观察到技术和非技术能力的显著提升.
- 在领导力,决策和沟通技能的关键改进.
- 学生领导的汇报培养了更深层次的反思和反技巧.
结论:
- 在临床模拟中扮演导师角色为护理学生提供了显著的教学优势.
- 这一角色加强了基本能力,有助于未来的医疗保健专业人员更有信心和能力.
- 建议将导师角色纳入西班牙的护理教育课程,以加强专业发展.
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