儿科临床教育的合作模式:从设计到实施
Elizabeth M Ardolino1,2,3, Megan B Flores1,2,3, Kathryn Sawyer1,2,3
1Elizabeth M. Ardolino is the clinical associate professor in the Doctor of Physical Therapy Program at the Baylor University, One Bear Place #97193, Waco, TX 76798-7193 (liz_ardolino@baylor.edu). Please address all correspondence to Elizabeth M. Ardolino.
Journal, physical therapy education
|January 7, 2025
概括
协作临床教育模式有效地支持专业领域的学生. 这项研究表明了实施此类模型的可行框架,提高了学生的能力和患者的结果.
科学领域:
- 医学教育 医学教育
- 临床培训 临床培训
- 儿科护理教育 儿科护理教育
背景情况:
- 协作临床教育模式是有效的,但在专业环境中未得到充分利用.
- 由于专业领域的临床实习很少,因此需要创新的解决方案.
- 克恩的六步方法为开发和实施教育模型提供了一个框架.
研究的目的:
- 探索在专门的儿科环境中开发和实施协作临床教育模式.
- 为合作性临床教育模式适应Kern的6步方法.
- 解决在专业医疗保健领域扩大临床实习的需求.
主要方法:
- 需求评估确定了在儿科诊所中需要一个协作模式.
- 克恩的六步方法指导了开发,实施和评估阶段.
- 数据收集包括与学生,教师和护理人员的采访,以及客观的数据审查.
主要成果:
- 协作模式成功实现了所有计划目标和目标.
- 学生,临床教练和患者护理人员报告了高满意度.
- 通过评估证实了临床能力的实现.
结论:
- 协作模式有效地满足了教育要求,并改善了患者的治疗结果.
- 创新的临床教育策略对于满足专业实践中日益增长的需求至关重要.
- 该框架展示了临床教育模型结构化实施的可行性和价值.
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