在安置中的能力评估的平衡行为:研究生重症护理学生和教师的经验. 一个定性研究研究
Line J Øvrebø1, Dagrunn Nåden Dyrstad2, Britt Sætre Hansen2
1University of Stavanger, Faculty of Health Sciences, Department of Caring and Ethics, Kjell Arholms gate 41, Stavanger 4021, Norway.
Nurse education in practice
|July 11, 2025
概括
研究生关键护理护理学生在能力评估期间感到脆弱,而教师发现评估过程要求很高. 清晰的评估标准和支持性环境对于有效的临床实习和专业发展至关重要.
科学领域:
- 护理教育 护理教育
- 关键护理护理 关键护理护理
- 能力评估能力评估能力评估能力
背景情况:
- 在临床实习期间评估研究生重症护理学生的能力是复杂的.
- 有效的评估对于培养熟练的重症监护护士至关重要.
研究的目的:
- 探索研究生重症护理学生及其教师在临床实习期间对能力评估的经验.
- 了解在重症监护机构评估学生能力时面临的挑战和辅导者.
主要方法:
- 使用焦点组和个人访谈进行定性探索性研究.
- 15名研究生重症护理学生和12名教师在挪威参加了这次活动.
- 数据使用诱导性内容分析来分析.
主要成果:
- 由于不断的评估,学生们感到脆弱,需要表现出谦卑.
- 预防者经历了重大的责任和角色冲突,平衡了临床职责和评估.
- 人际关系动态 ("化学") 影响了评估结果.
结论:
- 在实习中的能力评估促进了学生和教师的专业发展.
- 清晰的评估框架,建设性的反和对先前经验的认可对于学生的学习至关重要.
- 一个支持性的学习环境对于保住护士在重症监护专业至关重要.
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