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交互式学习方法的影响和对护士在ICU和急诊部患者安全方面的学习的反思
Samaneh Mirzaei1,2, Fatemeh Keshmiri3, Roohangiz Norouzinia4
1Department of Health in Disaster and Emergencies, School of Public Health, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.
BMC health services research
|January 31, 2025
概括
患者安全教育计划显著提高了护士的知识,态度和表现. 基于案例的学习 (CBL) 特别增强了重症监护室 (ICU) 和急诊室护士的态度和实践.
科学领域:
- 医疗保健教育 医疗保健教育
- 护理实践 护理实践
- 患者安全 患者安全
背景情况:
- 患者安全对医疗保健质量至关重要,需要持续培训.
- 需要教育创新来提高患者安全能力.
- 这项研究解决了有效的患者安全教育计划的需要.
研究的目的:
- 为了比较基于案例的学习 (CBL),讲座和反思在患者安全教育中的有效性.
- 评估对护士知识,态度和表现的影响.
- 在重症监护室 (ICU) 和急诊室设置中评估这些教育方法.
主要方法:
- 进行了一项带有测试前和测试后设计的准实验性研究.
- 113名护士被随机分配到三个组:CBL,反思和讲座.
- 在干预之前和干预后三个月,评估了知识,态度和表现.
主要成果:
- 所有小组在干预后的知识,态度和表现均显著改善.
- 在这三种教学方法中,没有发现知识的显著差异.
- 与讲座和反思相比,基于案例的学习 (CBL) 在态度和表现方面取得了显著的改善.
结论:
- 患者安全培训有效地提高护士在所有测试方法的知识.
- 基于案例的学习 (CBL) 是改善护士在患者安全方面的态度和表现的卓越方法.
- 这些发现支持将CBL纳入护理教育,以获得更好的患者安全结果.
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