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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
本科临床学习环境对母婴护理学生自我效能的影响
1About the Author Christina Lightner, PhD, RN, WHNP-BC, CNE, is assistant teaching professor, Penn State Ross and Carol Nese College of Nursing, State College, Pennsylvania. This research is part of a dissertation to satisfy partial doctoral degree requirements for Dr. Lightner at Indiana University of Pennsylvania. For more information, contact her at c.lightner@live.iup.edu.
在护理教育中以屏幕为基础的模拟在取代面对面临临床时间时降低了学生的自我效能. 模拟应该补充,而不是取代,亲身体验的母婴临床经验,以获得最佳的学习.
科学领域:
- 护理教育 护理教育
- 在医疗保健中的模拟.
- 临床能力 临床能力
背景情况:
- 由于COVID-19大流行,护理教育需要迅速转变,从传统的面对面临临床治疗转向基于屏幕的模拟等虚拟替代方案.
- 目前缺乏强有力的证据支持用基于屏幕的模拟方法取代必要的面对面临诊疗时间.
研究的目的:
- 评估基于屏幕的模拟数量对护理学生在产科护理中的自我效能的影响.
- 以自我效能和故意实践理论为指导,调查基于屏幕的模拟时间增加与护理学生自我效能变化之间的关系.
主要方法:
- 对381名护理学生进行了一项自愿的匿名调查.
- 产科护理自我效能度量被用来衡量自我效能水平.
- 进行了简单的线性回归分析,以确定模拟小时与自我有效性之间的相关性.
主要成果:
- 随着基于屏幕的模拟小时数量的增加 (p < .001),观察到护理学生的自我效能有统计学意义上的下降.
- 研究结果表明,基于屏幕的模拟程度与学生对其产科护理技能的信心之间存在反向关系.
结论:
- 基于屏幕的模拟应该被视为一种补充工具,以增强,而不是取代亲身的母婴临床学习体验.
- 保持足够的面对面临诊所时间对于发展和加强护理学生在重要临床领域的自我效能至关重要.
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