加强教师技能:一种基于证据的方法,以缓解临床学习环境中的歧视行为
Nicole D Gleason1, Amalia E Gedney-Lose
1Author's Affiliations : College of Nursing, University of Iowa, Iowa City, IA, USA (Drs Gleason and Gedney-Lose).
Nurse educator
|October 7, 2025
概括
执业护士 (NP) 学生面临虐待,但教师往往缺乏培训. 一个在线模块改善了预防者准备解决偏见并促进包容性临床学习环境的准备.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 临床教学的教学.
背景情况:
- 执业护士 (NP) 学生经常在临床环境中遭受虐待.
- 监督教师往往缺乏足够的培训,以有效地解决和减轻这种虐待.
- 这种差距会影响临床学习环境的质量和学生的幸福感.
研究的目的:
- 提高教师对文化意识学习环境的知识,感知和行为.
- 提高预防者在减轻歧视性行为和角色模拟包容性患者护理方面的技能.
- 为教师提供应对NP学生遭受虐待的策略.
主要方法:
- 开发和实施自主步调的多式联机在线学习模块.
- 使用预期,识别,解决,支持,建立/鼓励 (ERASE) 框架来指导教育内容.
- 专注于一个逐步的方法来解决在临床环境中的虐待.
主要成果:
- 预防者报告说,自我感知的准备能力有所提高,能够识别和应对偏见和歧视.
- 埃拉斯框架有效地指导教师解决虐待问题.
- 有针对性的,可访问的教育积极影响了教师准备支持NP学生的准备.
结论:
- 在线教育可以增强监护人的能力来管理虐待,并促进包容性临床环境.
- 需要继续努力,为教师提供模拟包容性护理的工具.
- 创造支持性的,文化意识的学习环境对于NP学生的发展至关重要.
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