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National Nursing Organizations II01:30

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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
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Implementation is the execution of the nursing care plan developed during the planning phase.
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Aims Of Nursing01:29

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Nursing involves independent, cooperative, person-centered care for people of all ages, families, groups, and communities. Nurses assist the sick or the well person in all settings. Nursing includes promoting health, preventing illness, and caring for ill, disabled, and dying people. Health promotion encourages people to take responsibility for their health. It focuses on the healthy behavior of individuals, families, and the community and the factors that impact their health. Examples of...
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基于能力的教育作为包容的催化剂:支持护理学生的实际途径.

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护士教育工作者可以使用一个整合学习和教学透明度 (TiLT),学习通用设计 (UDL) 和基于能力的教育 (CBE) 的框架创建包容性课程. 这种方法增强了所有学生的学习,并为多元化的护理工作人员做好了准备.

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科学领域:

  • 护理教育 护理教育
  • 教育心理学教育心理学
  • 课程开发 课程开发

背景情况:

  • 护士教育工作者必须制定包容性和基于能力的课程.
  • 包容性教育有利于所有学习者,减少住宿需求.
  • 许多护士教育工作者需要接受包容性教学方法的培训.

研究的目的:

  • 为包容性护理教育提供一个实用的框架.
  • 整合学习和教学中的透明度 (TiLT),学习的通用设计 (UDL) 和基于能力的教育 (CBE).
  • 为了符合美国护士协会的道德准则.

主要方法:

  • 框架整合了TiLT,UDL和CBE原则.
  • 专注于预测不同的学习者需求和促进获取.
  • 包括修改评估和作业的策略与学生的投入.
  • 强调与教学设计师和残疾专业人员的合作.

主要成果:

  • 预测不同的学习者需求,促进平等的获取.
  • 加强学生的成功和劳动力准备.
  • 创造灵活,透明和能力一致的学习环境.

结论:

  • 在护理教育中嵌入包容性实践可以促进公平.
  • 在职业中拆除系统性能力主义.
  • 建立一个护理劳动力,重视多样化的人类能力.