减轻向教师介绍的压力:教导DNP学生使用SNAPPS模型
Kimberly Castillo1, Danielle Chaplin2
1University of Florida College of Nursing, Gainesville, Fl, USA kbeers@ufl.edu.
Journal of doctoral nursing practice
|April 25, 2025
概括
在技能实验室练习结构化SNAPPS (学生-护士执业者-预防者-解决问题) 模型后,执业护士学生在介绍患者病例方面获得了信心. 这种主动学习方法改善了为临床轮换做好准备.
科学领域:
- 护理教育 护理教育
- 高级实践护理高级实践护理
- 临床技能发展 临床技能发展
背景情况:
- 执业护士学生经常觉得没有准备好在临床轮换期间呈现患者病例.
- 缺乏结构化的演示模型可能会导致因教师的时间限制而导致被动学习.
- 结构化学习对于有效的临床病例展示至关重要.
研究的目的:
- 在校园技能实验室中演示SNAPPS (学生-护士从业者-教练-解决问题) 模型的教学.
- 评估SNAPPS培训对学生和教师成果的影响.
- 增强学生在提供患者信息时的信心.
主要方法:
- 学生在先进的健康评估技能实验室中接受了SNAPPS模型的培训.
- 交互式案例研究和角色扮演被用来练习患者信息呈现.
- 学生的信心被测量使用前和后技能实验室调查与利克特尺度.
主要成果:
- 在所有调查后的分数 (p < .05) 中,学生信心的统计显著增加.
- 威尔科克森的签名级别测试证实了信心增加的意义.
- SNAPPS实践对学生的自信产生了积极的影响.
结论:
- 交互式案例研究与SNAPPS实践相结合,在临床轮换之前显著提高了学生的信心.
- 该SNAPPS模型作为一个有效的积极学习策略.
- 实施SNAPPS可能会提高教师对学生学习者的接受度.
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