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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
影响护理学生临床判断能力发展的非认知因素
Kathryn L Robinson1, Barbara Jackson, Nancy York
1Author Affiliations: Office of Professional Practice, UofL Health, Louisville, Kentucky (Dr Robinson); and College of Health Professions, Bellarmine University, Louisville, Kentucky (Drs Jackson, York, and Blair).
在护理学生中培养成长心态是改善他们临床判断的关键. 这项研究发现,在执照前护理课程中,成长思维方式和更好的临床判断能力之间存在着强烈的联系.
科学领域:
- 护理教育 护理教育
- 认知心理学 认知心理学
背景情况:
- 执照前的护理课程旨在培养临床判断力.
- 非认知因素,如心态信念和目标导向,影响临床判断的发展.
研究的目的:
- 在护理学生中探索心态信念,成就目标导向和临床判断之间的关系.
- 研究非认知特征对临床判断能力的影响.
主要方法:
- 采用混合方法方法,将观察和调查结合起来.
- 在103名参与者中评估了心态信念,目标导向和临床判断.
主要成果:
- 在临床判断和心态信念之间观察到中度负相关性 (r = -0.43).
- 增长思维与提高临床判断力有关.
- 没有发现实现目标导向和临床判断之间有显著的关系.
结论:
- 在学术和临床环境中培养成长心态可以显著改善本科护理学生的临床判断.
- 针对心态发展的干预措施可能对护理教育有益.
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