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根据学习来支持重症监护新毕业护士过渡到实践的过程:一个描述性的解释性研究
Yasmine Bouzeghrane1, Nicolas Fernandez2, Marie-France Deschênes3
1Faculty of Nursing, Université de Montréal, Montréal, Canada.
Nurse education in practice
|September 14, 2025
概括
在重症监护中,新毕业的护士 (NGN) 发现同步的协同学习 (LbC) 活动有利于开发临床推理 (CR) 并在过渡到实践期间提高信心.
科学领域:
- 护理教育 护理教育
- 发展临床推理 发展临床推理
- 关键护理护理 关键护理护理
背景情况:
- 在重症监护中,新毕业的护士 (NGN) 在应用临床推理 (CR) 方面面临挑战.
- 需要教育策略来支持NGN的CR发展,特别是在复杂的重症监护环境中.
- 符合性学习 (LbC) 提供了一个潜在的策略来满足这些需求.
研究的目的:
- 用同步的LbC活动来描述NGN的欣赏和经验.
- 评估LbC活动在支持重症监护中的CR发展中的作用.
主要方法:
- 描述性解释性设计.描述性解释性设计.
- NGN的便利样本参加了由重症监护护士专家协助的60-90分钟的LbC活动.
- 活动后进行了半结构化的小组采访,并使用解释性描述进行了分析.
主要成果:
- 非政府组织报告说,他们对CR的信心增加,这得益于专家/同行学习和活动的真实性.
- 参与者重视了面对面的同行互动和对临床情况的反思.
- 一些NGN注意到了指令清晰度和标签与其实践水平保持一致的问题.
结论:
- 应将LbC活动纳入重症监护过渡到实践计划.
- 需要进一步的纵向研究来追踪LbC对NGNCR发展的影响.
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