经过短期培训后,对护理学生短暂的烟草干预进行简报的有效性:一个随机临床试验
Antonio Jesús Ramos-Morcillo1, César Leal-Costa1, María Suárez-Cortés2
1Department of Nursing, Faculty of Nursing, University of Murcia, Health Sciences Campus, Murcia 30120, Spain.
Nurse education in practice
|May 16, 2025
概括
摘要显著提高了护理学生的短期烟草干预 (BTI) 的学习,并改善了至少九个月的知识保留. 这个方法在初级保健教育中被证明是有效的.
科学领域:
- 医学教育 医学教育
- 主要护理是指初级护理.
- 戒烟的方法 戒烟的方法
背景情况:
- 对初级保健机构的护理学生来说,短期烟草干预 (BTI) 的有效培训至关重要.
- 评估教育干预措施的长期影响对于课程开发至关重要.
研究的目的:
- 在对BTI培训进行客观评估后,评估解答的有效性.
- 为了确定干预后3个月和9个月的学习效应的持久性.
主要方法:
- 一个受控的临床试验涉及145名护理学生,随机分配到干预 (汇报) 和对照组.
- 培训使用了BTI的5A和5Rs模型,通过录像客观结构化临床检查 (VOSCE) 和BTI-St©工具进行评估.
- 统计分析包括2因素重复测量ANOVA,以评估随时间和群体之间的变化.
主要成果:
- 在所有有利于汇报小组的场景中,观察到与大效应大小的显著差异.
- 与基线相比,干预组在报告后立即表现出改善.
- 这些学习收益在3个月和9个月保持,表明持久的影响.
结论:
- 将汇报融入护理学生的BTI培训中,可以提高学习成果.
- 汇报会导致BTI知识和在初级保健环境中的应用得到显著而持久的改进.
相关概念视频
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nursing Evaluation
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Section...


