在基于模拟的护士教育中使用重构理论来理解跨站点的学习
Helen T Allan1, Mike O'Driscoll1
1Faculty of Health, Social Care and Education, Middlesex University, London, UK.
Journal of advanced nursing
|September 2, 2025
概括
基于模拟的教育为学生护士提供了新的学习途径,但可能会在不同的学习环境中扩大理论与实践的差距. 调整教育价值观对于有效的知识融合至关重要.
科学领域:
- 护士教育
- 医疗专业教育
- 教育理论
背景情况:
- 临床实习是必不可少的,但由于医疗保健的复杂性和劳动力短缺,
- 基于模拟的教育 (SBE) 已成为全球卫生专业课程的重要教学方法,技术进步和转向在线学习加快了这一趋势.
研究的目的:
- 探索重构理论如何增强SBE护士教育多个场所的学习理解.
- 调查SBE对护士学生理论与实践融合的影响.
主要方法:
- 使用SBE和重构理论的当前文献进行批判性讨论.
- 对护士教育中SBE有效性和局限性的现有证据的分析.
主要成果:
- 在护士教育中,SBE显示了积极的学习成果,但存在证据差距 (例如缺乏对照组).
- 重构理论表明,SBE可能会加剧各个学习场所的理论与实践的分歧.
- SBE为学生创建了多个可能不一致的学习网站.
结论:
- 虽然SBE提供了有价值的补充学习,但也带来了调整不同教育环境的挑战.
- 课程必须培养学生的动力和学习能力.
- 需要协作努力和重塑知识获取, 弥合教育工作者和临床医生之间的学习差距.
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