改变本科以证据为基础的实践教育:积极学习与临床合作伙伴的参与
Santina Abbate1, Carol Della Ratta
1Author Affiliations: School of Nursing, Stony Brook University, Stony Brook, NY, USA (Drs Abbate, Della Ratta).
本科护理学生通过一学期的团队学习活动提高了基于证据的实践 (EBP) 能力,涉及真实临床问题和实践合作伙伴.
科学领域:
- 护理教育 护理教育
- 基于证据的实践.
- 积极学习策略 积极学习策略
背景情况:
- 本科护理课程包括基于证据的实践 (EBP) 概念,但许多护士在毕业后缺乏EBP能力.
- 护理学校正在修改课程,以提高EBP能力,并培养准备实践的毕业生.
研究的目的:
- 描述一个为期一个学期的基于证据的实践 (EBP) 活动,旨在提高本科护理学生的EBP能力.
- 利用以团队为基础的积极学习和学术实践伙伴关系来增强学生的学习.
主要方法:
- 实施一个为期一个学期的,以团队为基础的积极学习活动,在一个大型的课堂环境.
- 综合体验组件与学术实践合作伙伴的参与.
- 专注于解决与实践合作伙伴相关的真实临床问题.
主要成果:
- 多面性的积极学习方法,包括体验式学习,让学生与真实的临床问题进行接触.
- 学生在学期末的EBP评估中表现出色.
- 该活动促进了学生开发基于证据的解决方案.
结论:
- 将积极学习策略与实践合作伙伴合作相结合是提高本科EBP能力的有效方法.
- 这种创新方法解决了实践合作伙伴面临的临床问题,同时提高了学生的EBP技能.
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