挑战性假设:临床时间,模拟和工作经验与新毕业护士实践准备之间的关联
Teale Ryan1, Kesa Herlihy, Ericka Sanner-Stiehr
1Author Affiliations: Clinical Instructor (Dr Ryan), School of Nursing, University of Kansas Medical Center, Salina, Kansas; Clinical Associate Professor (Drs Herlihy and Sanner-Stiehr), Professor (Drs Weis and Christian), School of Nursing, University of Kansas Medical Center, Kansas; and Associate Professor (Dr Sardiu), Department of Biostatistics & Data Science, University of Kansas Medical Center, Kansas City, Kansas.
广泛的临床时间和先前的医疗保健经验并不能显著改善新毕业的护士准备实践. 这项研究挑战了护士教育中关于实践培训的常见假设.
科学领域:
- 护理教育 护理教育
- 医疗保健劳动力发展工作人员
背景情况:
- 普遍认为,大量的临床时间和先前的医疗保健经验可以提高新毕业的护士的准备能力.
- 目前,有限的经验证据支持这种普遍存在的假设.
研究的目的:
- 调查新毕业护士实践准备度和关键因素之间的关联.
- 具体地研究了与总临床时间,模拟时间比例和以前医疗保健就业的关系.
主要方法:
- 来自一项涉及189名护理科学学士学生的横截面研究数据的后期分析.
- 在研究的最后六周收集的数据,包括报告的临床和模拟时间.
- 统计分析 (ANOVA和非参数测试) 用于检查关系.
主要成果:
- 在实践准备和总临床时间之间没有发现统计学意义上的关联.
- 模拟小时的比例也没有显示出与练习准备有重大联系.
- 没有发现以前的医疗保健就业与实践准备有显著的关联.
结论:
- 研究结果与传统的信念相矛盾,即更多的临床时间或先前经验等同于更好的护士准备.
- 结果表明需要重新评估当前的护理教育策略和假设.
- 可能需要进一步的研究来确定真正影响实践准备的因素.
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