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在研究生护理教育中的模拟报告:一篇文献评论

Monina A Franco-Tantuico¹, Rula Btoush

¹About the Authors Monina A. Franco-Tantuico, PhD, MSN, BSMT, RN, CNE, ACUE, is CCRN Alumnus and faculty, Division of Simulation and Clinical Learning, School of Nursing, Rutgers, The State University of New Jersey, Newark, New Jersey. Rula Btoush, PhD, RN, is associate professor and PhD program director, School of Nursing, Rutgers, The State University of New Jersey. This work represents part of Dr. Franco-Tantuico's dissertation study at Rutgers, The State University of New Jersey, Graduate School - Newark. For more information, contact her at maf365@sn.rutgers.edu .

Nursing education perspectives

|July 8, 2025

概括

护士教育中的质量模拟汇报提高了临床判断和批判性思维. 有效的汇报需要熟练的辅导员和积极的学习者参与,以获得最佳的结果.

科学领域:

护理教育护理教育
基于模拟的学习
医疗保健专业发展

背景情况:

质量模拟报告对护理中的反思性学习至关重要.
高质量的汇报,学生参与度和学习成果之间的联系尚未得到充分理解.
模拟报告是研究生护理课程中一个关键的教学策略.

研究的目的:

探索在研究生护理教育中有效的模拟解答的特点.
确定影响模拟报告质量的因素.
了解解答质量,参与度和学习之间的关系.

主要方法:

进行了全面的文献审查.
审查侧重于在研究生护理教育的背景下对模拟汇报.
分析了与汇报质量,参与度和学习成果相关的关键主题.

主要成果:

高质量的汇报与增加学生和汇报员的参与度相关,促进临床判断,批判性思维和医疗保健能力.
报告员的专业知识是整体模拟质量的最重要的因素.
深度反思对于最大限度地学习,视角转变和认知重构至关重要,而糟糕的审核技巧可能会导致学习者产生负面体验.

结论:

模拟汇报的质量取决于学习者和汇报者的认知,情感和社会参与.
有效的汇报促进了增强的认知,情感和行为学习.
关于研究生护理教育中这些要素之间的具体关联,文献中存在着一个显著的差距.

关键词:

积极学习是积极学习.摘要汇报摘要汇报是指汇报的过程.国家护理联盟杰弗里斯模拟理论护理教育护理教育模拟模拟是为了模拟.

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