基于能力的目标结构化临床检查的SimZones方法
Laura Klenke-Borgmann1, Nate Mattson
1Author's Affiliation: University of Kansas School of Nursing, Kansas City, Kansas.
Nurse educator
|February 12, 2025
概括
本研究介绍了一个基于能力的教育 (CBE) 模拟课程护理学生. 阶层模拟方法显著提高了学生在基本护理技能方面的能力.
科学领域:
- 护理教育 护理教育
- 基于能力的教育 基于能力的教育
- 基于模拟的学习
背景情况:
- 经验式学习是基于能力的教育 (CBE) 的关键.
- 对于向CBE过渡的护士教育工作者,存在有限的指导.
- 需要有结构的课程来使CBE在护理课程中发挥作用.
研究的目的:
- 描述一个为期一个学期的CBE模拟课程,用于第三年护理学生.
- 使用SimZone (Zone 0-3) 框架进行结构化的学习进展.
- 旨在为在护理教育中实施CBE提供一个实际的模型.
主要方法:
- 零区:基本知识的获取.
- 区域1和2:目标结构化临床检查 (OSCE) 准备实验室,用于故意练习技能和小组模拟.
- 区域3:欧安组织总结评估.
主要成果:
- 在患者安全,临床判断,评估和沟通 (n=107) 方面评估学生表现.
- 64%的学生达到初始能力,在练习后增加到92%,在进一步代后增加到100%.
- 学生通过OSCE记录审查和书面作业进行自我反思.
结论:
- 描述的平面化模拟课程可以作为护理课程的模型.
- 代学习和模拟对于实施基于能力的课程是有效的.
- 这种方法提高了学生在护理实践中的准备和能力.
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