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Updated: Sep 18, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
脚手架案例研究:推进基于能力的执业护士教育
Marcy Ainslie1, Danielle Hebert, Joseph Miller
1Author Affiliations: Department of Nursing, University of New Hampshire, Durham, New Hampshire (Dr Ainslie); Tan Chingfen Graduate School of Nursing Worcester, University of Massachusetts Chan Medical School, Worcester, Massachusetts (Dr Hebert); Aquifer, Inc., Hanover, New Hampshire (Dr Miller); Biobehavior Health Department, University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania (Dr Griffith); The Catholic University of America, Conway School of Nursing, Washington, District of Columbia (Dr Moore); School of Nursing Graduate Department, University of Texas Medical Branch, Galveston, Texas (Dr Luke); and School of Nursing, The George Washington University, Washington, District of Columbia (Dr Venzke).
一个新的结构化分类系统提供了一个标准化的方法,用于架构执业护士 (NP) 课程. 这种方法支持基于能力的教育 (CBE),通过系统地安排从简单到复杂的学习经验.
科学领域:
- 护理教育 护理教育
- 基于能力的教育 (CBE)
背景情况:
- 护理教育正在向基于能力的教育 (CBE) 转变.
- CBE的一个核心原则是架构课程,逐步构建复杂性,以增强学生的学习.
研究的目的:
- 解决缺乏标准化的方法,用于架构执业护士 (NP) 课程.
- 开发一个系统的方法来组织NP教育内容.
主要方法:
- 公立医院教育工作者分析了多种患者访问类型 (健康,急性,慢性,护理过渡).
- 案例场景根据不同学习阶段 (早期,中期,晚期) 分类.
- 场景与NP人口特定的教育需求保持一致.
主要成果:
- 为脚手架的NP案例开发了一个结构化的分类系统.
- 该系统使用预定义的标准来安排学习材料.
- 该分类支持CBE的实施和学习进展.
结论:
- 开发的脚手架模型为NP课程设计提供了一种标准化的方法.
- 它可以适应各种学习资源.
- 促进了NP教育中复杂性的系统化扩展.
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