护理临床推理 认知策略用于一致性学习模式:一种定性描述性研究
Marie-France Deschênes1, Kathleen Lechasseur2, Marie-Ève Caty3
1Faculté des sciences infirmières, Université de Montréal, Montréal, Canada; Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Canada.
Nurse education in practice
|December 24, 2025
概括
这项研究描述了护理学生在学习一致性 (LbC) 活动中使用的认知策略,将其与经验丰富的护士进行比较. 这些发现有助于调整LbC以改善临床推理的发展.
科学领域:
- 护理教育 护理教育
- 认知心理学 认知心理学
- 数字教学数字教学.
背景情况:
- 技术进步使护理的教学方法多样化.
- 了解数字工具如何促进临床推理和认知策略至关重要,但有限.
研究的目的:
- 描述护理学生在学习对应 (LbC) 过程中使用的认知策略.
- 将学生的策略与经验丰富的护士的策略进行比较.
主要方法:
- 描述性的定性设计.描述性的定性设计.
- 内容分析以确定认知策略.
- 频率分析以比较学生和护士的策略.
主要成果:
- 确定了共同的策略:识别突出数据,搜索信息和数据关系.
- 学生的回答在细节上有所不同;护士提供了上下文化的假设.
- 护士教育者专注于程序规则和假设澄清.
结论:
- 合并学习 (LbC) 模式需要适应,以在护理中开发最佳的认知策略.
- 提出的教学变化包括围绕脚本进行结构化,整合大声思考和促进互动性.
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