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Critical Thinking II01:25

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Clinical Trials01:16

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Clinical trials are prospective experimental studies conducted on humans to determine the safety and efficacy of treatments, drugs, diet methods, and medical devices. Using statistics in clinical trials enables researchers to derive reasonable and accurate conclusions from the collected data, allowing them to make wise decisions in uncertain situations. In medical research, statistical methods are crucial for preventing errors and bias.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Critical Thinking I01:24

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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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评分器培训和学生临床判断的评估:一个实验调查.

Deborah A Halliday1, Barbara J Patterson

  • 1About the Authors Deborah A. Halliday, PhD, RN, is faculty, Moravian University, Helen S. Breidegam School of Nursing and Public Health, Bethlehem, Pennsylvania. This article is based on her doctoral research at Widener University. Barbara J. Patterson, PhD, RN, ANEF, FAAN, is interim dean, professor, and director, PhD Program, School of Nursing, Widener University, Chester, Pennsylvania. Dr. Patterson, editor of Nursing Education Perspectives, had no role in the peer review or acceptance of this article. For more information, contact Dr. Halliday at hallidayd@moravian.edu.

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概括
此摘要是机器生成的。

评审员培训对拉萨特临床判断表 (LCJR) 的评审员间可靠性进行了微小的改进,这表明需要在学生临床判断评估中使用专家基准.

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临床判断 临床判断后期临床判断 标签护理学生的评估.拉特培训培训 拉特培训培训

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科学领域:

  • 护理教育 护理教育
  • 临床判断评估 临床判断评估
  • 医疗保健专业发展

背景情况:

  • 在毕业前对护理学生的临床判断能力进行严格评估的需求日益增加.
  • 准确评估学生临床表现的挑战.
  • 对绩效评估的有效评级员培训策略的研究有限.

研究的目的:

  • 评估评价者培训对评价者间可靠性的影响,使用拉萨特临床判断表 (LCJR).
  • 与对照组相比,评估特定培训干预措施的有效性.

主要方法:

  • 实验前后测试比较研究设计.
  • 涉及34名护士教育工作者作为参与者.
  • 使用拉萨特临床判断表 (LCJR) 作为评估工具.

主要成果:

  • 与专家基准相比,评价员培训显示,评价员之间的可靠性得到了微小的改善.
  • 训练有素和未训练有素 (对照组) 两组随着时间的推移经历了评分器衰减.
  • 培训干预的有效性是有限的.

结论:

  • 对学生的临床判断进行一致和公平的评估,需要有效的评价者培训.
  • 建议在评估之前,专家评级人员建立明确的评级基准.
  • 对最佳评级员培训方法的进一步研究是有必要的.