接近同行教学对护理学最后一年学生在临床教学中的自我效能的影响:一种混合方法的准实验研究
Beth Pierce1, Jeanne Allen2, Thea van de Mortel3
1Griffith University, School of Nursing and Midwifery, Nathan, QLD, 4111, Australia.
Nurse education today
|November 1, 2025
概括
接近同行教学显著提高了护理学生的临床教学自我效能和信心. 这种方法使学生为医疗保健中的基本教学角色做好了准备.
科学领域:
- 护理教育 护理教育
- 健康 专业 教育 卫生 专业 教育
- 临床技能发展 临床技能发展
背景情况:
- 注册护士负责教学,但新护士往往缺乏对临床教学的信心和准备.
- 众所周知,近同行教学 (高级学生教初级学生) 对医学学生有好处,但它对护理学生临床教学自我有效性的影响未得到充分研究.
研究的目的:
- 确定临床实习期间的近同行教学是否会影响最终一年级护理学生在临床教学中的自我效能.
主要方法:
- 一个混合方法设计,结合了准实验和采访.
- 高级护理学生在为期两周的临床实习期间被分配到一个接近同行教学或传统的辅导员领导的小组.
- 临床教学自我有效性在安置前和安置后被测量,并采访了接近同行参与者.
主要成果:
- 与对照组不同的是,近同行教学参与者在临床教学自我有效性 (p < .001) 中显著增加.
- 所有接受采访的近同行参与者报告说,他们对临床教学有更强的信心.
- 诸如先前同行教学经验,重复教学,观察和反等因素对自我有效性产生了积极的影响.
结论:
- 在临床实习期间的近同行教学增强了护理学生最后一年的临床教学自我有效性和实践的准备.
- 这项研究提供了关于近同行教学在护理教育中的好处的新发现.
- 卫生学科学院应该整合近同行教学,为学生提供未来的医疗保健教学角色.
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