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在护理教育中实施逃生室的障碍和促进因素:使用实施框架的混合方法系统审查协议
Xiangmin Tan1, Fanfan Cao2, Nan Hua3
1School of Rural Health, Monash University, Melbourne, Victoria, Australia.
BMJ open
|September 20, 2025
概括
本次审查确定了在护理教育中实施逃生室 (ER) 的促进者和障碍. 了解这些因素是有效整合ER作为创新的教学方法的关键.
科学领域:
- 护理教育 护理教育
- 教学创新 在教学创新.
- 实施科学 实施科学
背景情况:
- 逃生室 (ER) 方法为护理教育提供了一种创新的,交互式的方法,将学生转向积极参与.
- 现有的关于教育中的ER的研究重点是有效性和经验,缺乏对护理教育促进者和障碍物的具体见解.
- 确定这些实施因素对于制定护理ER有效课程设计框架至关重要.
研究的目的:
- 系统地识别和综合与实施护理教育逃生室相关的促进者和障碍.
- 为护理课程中有效整合逃生室提供基于证据的基础.
- 利用实施研究综合框架 (CFIR) 来指导实施因素的确定.
主要方法:
- 在2025年10月1日之前,将在6个英语和3个中文数据库中进行全面的文献搜索.
- 将包括以英语或中文出版的定性,定量和混合方法研究.
- 数据将由两名独立审稿人提取,使用主题综合的融合综合方法进行分析,第三名审稿人解决差异.
主要成果:
- 该部分在审查完成后将被填写.
- 综合将着重于确定关键的促进者和障碍,以在护理教育ER实施.
- 结果将使用主题综合方法来呈现.
结论:
- 本次审查将阐明影响逃生室在护理教育中成功整合的关键因素.
- 这些发现将为寻求实施ER的教育工作者制定实用策略和框架提供信息.
- 了解这些实施决定因素对于优化护理课程中逃生室的教学价值至关重要.
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