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在教学护理过程中的积极方法:范围审查
George Oliveira Silva1, Natália Del' Angelo Aredes1, Jessica Oliveira Cecilio1
1Faculty of Nursing, Federal University of Goiás, Goiânia, Brazil.
Nurse education in practice
|February 4, 2025
概括
积极的方法通过提高学生的批判性思维和临床推理来增强护理教育. 本综述绘制了教学护理过程的策略,促进基于证据的实践.
科学领域:
- 护理教育 护理教育
- 卫生科学中的教育学.
背景情况:
- 护理过程是临床推理和患者护理的基础.
- 护理过程的有效教学需要引人入胜,积极的学习策略.
- 培养基于证据的实践是护理教育的一个关键目标.
研究的目的:
- 系统地绘制护理教育中活跃方法的利用情况.
- 确定有效教导护理过程的策略.
- 综合证据关于积极学习在护理中的影响.
主要方法:
- 根据乔安娜·布里格斯研究所手册进行了全面的范围审查.
- 在多个数据库 (CINAHL,LILACS,EMBASE,MEDLINE,Scopus,Web of Science,Google Scholar) 中进行了搜索.
- 该审查以PCC框架为指导,重点关注研究生和本科护理学生,护理过程和积极的教学方法.
主要成果:
- 包括101项研究,详细介绍了临床模拟,基于问题的学习和概念映射等积极策略.
- 护理评估是护理过程中最常被教授的步骤.
- 其他经常涉及的步骤包括诊断,干预,评估和结果.
结论:
- 积极的方法显著提高关键能力,包括批判性思维和临床推理.
- 这些策略在护理学生中促进了更好的临床判断.
- 将主动方法与传统教学相结合,可以改善理论知识在临床环境中的应用.
相关概念视频
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