建立临床教育的"北极星"以加速实践准备:对领导者,教师,教育工作者,护理专业发展从业者和教师的影响
Garrett K Chan1, Patricia Benner, Edward M Burns
1Author Affiliations: HealthImpact and Associate Adjunct Professor, University of California, Oakland, CA (Dr Chan); Professor Emerita, University of California, San Francisco, CA (Dr Benner); Director of the Benner Institute for Teaching and Learning, HealthImpact, Oakland, CA (Mr Burns); and Benner Institute for Teaching and Learning, HealthImpact, Oakland, CA (Dr Orozco, Ms Bowman, Dr Escobedo-Wu, and Ms Vallejo).
护士领导者必须同意临床教育目标,以确保护理学生达到实践准备. 这种由帕特里夏·本纳博士的工作指导的共识,将使学习成果保持一致,并改善从学术界到实践中的过渡.
科学领域:
- 护理教育 护理教育
- 临床实践准备能力
- 医疗保健领导力 医疗保健领导力
背景情况:
- 持续的模两可围绕着临床经验在护理教育中的目的.
- 这种混导致了浪费临床时间,无效的学习目标,以及专注于任务而不是能力.
- 亲身临床体验和模拟之间的不匹配,阻碍了学生对实践的准备.
研究的目的:
- 建立关于护理临床教育的目的和目标的共识.
- 根据帕特里夏·本纳博士的著作创建一个通用框架 ("北极星"),以指导护士教育工作者.
- 调整护理学生和新毕业生的学习成果和期望,以促进临床实践的准备.
主要方法:
- 帕特里夏·本纳博士关于护理实践和教育的广泛工作的综合.
- 制定临床教育目标和学习成果的指导框架.
- 在学术界,监管,认证和实践中的领导者之间倡导共识.
主要成果:
- 一个拟议的"北极星"框架,以指导临床教育发展技术知识,良好实践概念和临床推理.
- 创建学习经验的建议,以支持从新手到专家的实践培训.
- 重点是开发超越传统心理测试的评估策略.
结论:
- 护士领导者之间的共识对于将临床教育与实践准备相协调至关重要.
- 通过拟议的框架将导致跨学术,监管和实践环境的一致性和无过渡.
- 这种方法支持培养为优秀护理实践而配备的护士.
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