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Published on: March 29, 2019
在临床环境中使用GREAT记忆机制教授情境意识
1About the Author Emily C. Evans, PhD, RN, is an assistant professor, University of Virginia School of Nursing, Charlottesville, Virginia. The author acknowledges Ann McQueen Blair and Donna Binding for their contributions as lab instructors and colleagues in the development of this teaching tool. For more information, contact Dr. Evans at ece5c@virginia.edu .
情境意识是对患者安全的关键护理技能,在培训中经常被忽视. 伟大的记忆器为护理学生提供了一个简单的框架,以便在初次接触期间快速评估患者的安全性和需求.
科学领域:
- 护理教育 护理教育
- 患者安全 患者安全
- 临床评估 临床评估
背景情况:
- 发展情境意识对于进入临床实践的护理学生至关重要.
- 这种对患者安全至关重要的基本技能往往是不发达的或被假设的.
- 护士需要快速评估能力来识别患者的直接需求.
研究的目的:
- 为介绍GREAT记忆器作为护理学生的工具.
- 在早期临床接触中增强情境意识的发展.
- 为患者安全和质量评估提供结构化的方法.
主要方法:
- 开发了GREAT记忆力 (G-Grievance,R-Response,E-Environment,A-Assessment,T-Team) 的发展. 这是一个很好的方法.
- 在模拟或早期临床护理教育中应用记忆力学.
- 专注于初始患者评估的关键要素.
主要成果:
- 伟大的记忆器为学生提供了一个简单的方法.
- 它有助于记住关键的患者安全和质量评估组件.
- 促进更快,更有效的初始患者评估.
结论:
- 伟大的记忆器可以提高护理学生的情境意识.
- 它作为基本患者评估技能的实用工具.
- 强调结构化评估对患者安全的重要性.
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