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Updated: Jan 27, 2026

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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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量或质量:在精神病心理健康护士执业计划中的临床教师资格
Sheena McAroy1, Laura Kelliher2, Corie Crane3
1Dartmouth Health, Hampstead Hospital, 218 East Road, Hampstead, NH 03841, USA.
The Nursing clinics of North America
|January 25, 2026
概括
国家特别工作组为执业护士推750个临床小时,但缺乏证据. 替代策略可以提高培训质量,而不会增加教师的要求.
科学领域:
- 护理教育 护理教育
- 高级实践护理高级实践护理
- 医疗保健政策 医疗保健政策
背景情况:
- 质量护士执业者教育国家工作组建议在2022年将最低临床培训时间增加到750小时.
- 这项建议缺乏实质性的支持性研究.
- 需要考虑潜在的负面后果,例如减少临床安置的机会.
研究的目的:
- 评估支持拟议增加执业护士最低临床培训时间的证据.
- 探索替代方法,以提高护士执业教育的质量.
- 为了解决有关临床培训准入和教师负担的潜在影响的担忧.
主要方法:
- 文献审查以评估临床培训时间和执业护士教育成果的现有研究.
- 对增加临床时间要求对培训可访问性的潜在影响的分析.
- 探索以培训质量为重点的替代教学模式.
主要成果:
- 目前,有限的经验证据支持750个临床培训小时的具体建议.
- 增加临床时间可能会加剧在确保足够的临床安置方面存在的挑战.
- 专注于课程设计和教师发展的替代策略可能会带来好处.
结论:
- 目前的证据基础并不能强烈支持将护士执业教育的临床时间强制增加到750小时.
- 政策决策应考虑一个平衡的方法,优先考虑培训质量和可访问性.
- 需要进一步的研究,以确定优化护士执业者临床教育的有效策略.
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