在研究生教育中提高高级物理考试技能的教师主导干预:SMOR工具包
Rashmi P Momin1, Kala Christopherson, Robert C Coghlan Iii
1Author Affiliations: Department of Graduate Studies, Cizik School of Nursing at UTHealth Houston, Houston, Texas (Drs Momin, Christopherson, Mackavey, and Coghlan).
Nurse educator
|August 22, 2025
概括
结合小组学习和在线模拟,SMOR工具包显著提高了护理学生的健康评估技能,诊断推理和临床文档,提高了整体能力成果.
科学领域:
- 护士教育
- 医疗模拟
- 临床推理
背景情况:
- 传统的高级健康评估和诊断推理课程教学方法在技能获取和个性化反方面存在局限性.
- 整合小组学习,在线模拟和反思实践等创新策略可以解决这些局限性.
- 这项干预符合美国护理学院协会和全国护士执业学院组织的既定能力.
研究的目的:
- 实施和评估旨在提高学生在健康评估,诊断推理和临床文档方面的能力的多式干预措施.
- 这项研究旨在提高高级护理实践所必需的关键技能.
主要方法:
- 小组学习,大型技能实验室,在线逃生室和反思 (SMOR) 工具包在一个学期内与24名学生一起开发和实施.
- 教师领导的干预利用了协作学习,实践技能实验室,游戏化的在线模拟和反思性实践的组合.
- 收集的数据包括健康教育系统公司 (HESI) 考试成绩,主观,客观,评估,计划 (SOAP) 笔记质量和诊断准确性.
主要成果:
- 干预后的HESI得分从773分大幅上升至829分.
- 学生在主观,目标,评估,计划 (SOAP) 笔记文档中的表现平均提高了4分.
- 诊断准确度有所改善,在第一次评估中增加了5. 2个点,在第二次评估中增加了6. 1个点.
结论:
- 在SMOR工具包中嵌入的多模式策略有效地提高了健康评估技能.
- 这种干预对学生的诊断推理能力产生了积极的影响.
- 通过SMOR工具包显著提高了通过SOAP笔记测量的临床文档技能.
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