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"学习,思考和传达"培训与体验式学习在急诊室的本科护理学生:一个准实验性的研究研究
Ying Li1, Shuang Cheng2, Di Liu1
1Emergency, The Central Hospital of Wuhan, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
Medicine
|July 15, 2025
概括
"学习,思考和传达"培训显著提高了本科护理学生的理论知识和批判性思维技能. 然而,它并没有提高临床操作技能.
科学领域:
- 护理教育 护理教育
- 医学培训 医学培训 医学培训
- 经验式学习是一种体验式学习.
背景情况:
- 评估"学习,思考和传达"培训与体验式学习相结合对急诊室本科护理学生的影响.
- 这项准实验性研究旨在评估理论知识和临床技能的改进.
研究的目的:
- 确定"学习,思考和传达"培训对护理学生理论知识和临床技能的有效性.
- 评估对批判性思维和自主学习能力的影响.
主要方法:
- 一项准实验性研究,涉及90名在急诊室设置的本科护理学生.
- 参与者被分为一个接受"学习,思考和传达"培训的实验组和接受标准案例教学的控制组.
- 培训前后的评估包括批判性思维态度清单-中文版 (CTDI-CV) 和自主学习自主评分表 (SRSSDL).
主要成果:
- 与对照组相比,实验组在理论表现上显示出显著的改善 (P < .001).
- 两组之间的临床操作技能没有显著差异.
- 实验组在4周后在批判性思维 (5/7 CTDI-CV 维度) 和自主学习 (所有 SRSSDL 维度) 中表现出更大的改善.
结论:
- "学习,思考和传达"培训,当与体验式学习相结合时,可以增强本科护理学生的理论知识.
- 这种培训方法还有效地改善了护理学生的自我导向学习和批判性思维倾向.
- 可能需要进一步的研究来探索改善临床操作技能的方法,并与理论知识相辅相成.
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