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Updated: May 30, 2025
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
转变RN-学士学位教育使用来自国家教师的见解需要评估
Natalie Heywood1, Rhonda Williams, Deborah Blackwell
1Author Affiliations: Arizona State University Edson College of Nursing and Health Innovation, Phoenix, Arizona (Dr Heywood); Wichita State University School of Nursing, Wichita, Kansas (Dr Williams); Southern New Hampshire University Nursing and Health Professions Department, Manchester, New Hampshire (Dr Blackwell); Bemidji State University Department of Nursing, Bemidji, Minnesota (Dr Hommes); University of Mississippi Medical Center School of Nursing, Jackson, Mississippi (Professor Franklin); and Boise State University School of Nursing, Boise, Idaho (Dr Nichols).
RN-学士学位教师需要更多的学术支持,资源和协作,以整合美国护理学院协会 (AACN) 基本在线课程. 这项研究确定了关键的挑战,并为成功的课程转型提供了解决方案.
科学领域:
- 护理教育 护理教育
- 课程开发 课程开发
- 高等教育 高等教育
背景情况:
- 美国护理学院协会 (AACN) 基本修订要求在RN-学士学位 (RN-B) 课程中直接提供临床经验.
- 在线,异步的RN-B课程在满足这些新的课程要求方面面临着独特的挑战.
- 在许可前和许可后教育之间进行区分使得AACN Essentials的整合变得复杂.
研究的目的:
- 评估RN-学士学位教师在实施AACN必需品方面的需求.
- 确定教师在将AACN Essentials整合到护理课程中所面临的挑战.
- 为教师过渡到修订的AACN Essentials提供必要的资源.
主要方法:
- 一个基于网络的需求评估调查分发给全国的RN-B教师.
- 评估包括人口统计问题,定量项目和定性调查.
- 数据收集的重点是教师的经验和对课程整合的感知需求.
主要成果:
- 教师报告说,需要改善学术支持系统.
- 显然需要额外的资源,增强的沟通道和增加的合作机会.
- 这些要素对于成功实施AACN基本要素至关重要.
结论:
- RN-B教师需要有针对性的支持,以有效地采用AACN必需品.
- 课程转型需要专注于教师需求,包括资源和协作结构.
- 这项研究为护理教育工作者导航这些变化提供了可操作的见解和建议.
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