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加强临床判断的结构化框架:临床辅助教师的见解

Rachael Salguero¹

¹About the Author Rachael Salguero, PhD, RN-BC, CNEcl, is assistant professor and Nursing Education Department of Labor Grant Track Coordinator, MGH Institute of Health Professions, Boston, Massachusetts. She was a recipient of the National League for Nursing Education Scholarship and gratefully acknowledges the support and guidance of her dissertation committee: Dr. Cheryl Williams, Dr. Janet Monagle, and Dr. Brian French. For more information, contact Dr. Salguero at rhylersalguero@mghihp.edu .

Nursing education perspectives

|July 2, 2025

概括

临床辅助教师受益于结构化的框架,如坦纳模型,教护理学生必要的临床判断技能. 这种方法提高了学生的参与度,并为毕业生做好了有效的患者护理决策的准备.

科学领域:

护理教育护理教育
临床判断能力的发展
教学策略教学策略

背景情况:

临床辅助教师拥有专业知识,但往往缺乏教学技能来教授临床判断.
在为复杂的临床决策有效准备护理学生方面存在差距.
坦纳临床判断模型为增强临床教育提供了一个潜在的框架.

研究的目的:

探索使用坦纳临床判断模型的临床辅助教师经验.
为了确定提高护理学生临床判断的教学策略.
了解结构化框架如何影响教师教学和学生学习.

主要方法:

定性研究涉及采访临床辅助教师.
探索教师对坦纳临床判断模型的看法.
对面试数据进行主题分析,以确定关键经验和好处.

主要成果:

出现了四个主要主题:结构化框架的好处,反思的重要性,注意技能的发展和提高学生参与度.
辅助教师发现结构化的框架对于教学临床判断至关重要.
该模型的实施导致了学生参与和学习的改善.

结论:

结构化的框架,如坦纳模型,对于护理中有效的临床判断教育至关重要.
这些框架支持教师在他们的教学角色和提高学生的专业实践的准备.
使用结构化的教学方法最终促进护理毕业生更好的患者护理决策.

关键词:

临床判断临床判断临床护理教育临床护理教育参与参与参与参与反射反射反射反射反射反射反射结构化框架结构化框架坦纳临床判断模型

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