对儿科护士执业学生进行异步激励面试培训的有效性:混合方法评估
Natalie Cheffer1, Elizabeth Barnett2, Alexei Bullara3
1School of Nursing, California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840, United States.
Nurse education today
|June 1, 2025
概括
基于网络的激励面试 (MI) 培训提高了儿科护士从业人员学生的沟通技巧. 这种可访问的课程增强了同理心和伙伴关系,为传统方法提供了可扩展的替代方案.
科学领域:
- 医疗保健教育 医疗保健教育
- 沟通技巧培训 培训 沟通技巧培训
- 护理实践 护理实践
背景情况:
- 有效的患者-提供者沟通对于医疗保健质量和患者行为改变至关重要.
- 传统的激励面试 (MI) 培训面临着资源密集性和后勤挑战等障碍.
- 现有的培训模式往往不能确保MI技能的长期能力.
研究的目的:
- 评估一个异步的,基于网络的MI培训课程.
- 评估课程在提高儿科护士执业 (PNP) 学生的MI技能方面的有效性.
主要方法:
- 在13名PNP学生中使用混合方法方法.
- 该课程包括五个关于MI技术的故意实践练习.
- 培训前后的评估涉及模拟采访,采用激励采访治疗完整性 (MITI) 工具和定性分析进行编码.
主要成果:
- 学生们在MI-adherent行为和对同情心和伙伴关系的全球评分方面表现出显著改善.
- 训练后观察到MI非坚持行为的减少.
- 定性数据证实了对MI原则的更好理解和改善患者信任培养.
结论:
- 基于网络的MI培训有效地提高了PNP学生的MI能力.
- 这种可扩展的培训为传统的资源密集型方法提供了可行的替代方案.
- 建议对更大样本进行进一步研究,以验证长期临床影响.
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