评估高级执业护理学生在临床安置中的个人要求:一个范围审查
Cathrine Selsvold Natterøy1, Elisabeth Irene Karlsen Dogan2, Silje Midtbø Økland1
1Western Norway University of Applied Sciences, Klingenbergvegen 4, Stord 5414, Norway.
Nurse education in practice
|January 30, 2026
概括
评估高级执业护士 (APN) 学生涉及评估个人品质,如动机和沟通,而不仅仅是技术技能. 适合APN角色是一个动态的成长和身份发展过程.
科学领域:
- 护理教育 护理教育
- 高级实践护理高级实践护理
- 医疗保健专业发展
背景情况:
- 高级执业护士 (APN) 对全球医疗保健至关重要,需要专门培训.
- 在临床实习期间评估APN学生涉及评估超越技术技能的个人素质,这些技能定义不佳,并在国际上有所不同.
- 关于评估个人属性的现有研究主要集中在本科护理学生身上.
研究的目的:
- 探索在临床实习期间评估APN学生的个人要求.
- 收集临床导师和护士教育工作者对APN学生评估的观点.
主要方法:
- 根据乔安娜·布里格斯研究所的指导方针进行了范围审查,并报告使用PRISMA-ScR.
- 在2026年5月和9月,在多个数据库 (学术搜索精英,CINAHL,教育源,EMBASE,MEDLINE) 进行了系统搜索.
- 来自六项定性研究的数据被绘制成图表,并被描述性地分析以确定主题类别.
主要成果:
- 来自挪威,中国和荷兰的六项定性研究提供了关于导师和教育工作者的观点的见解.
- 出现了三个关键的评估类别:参与和态度,关系因素和专业发展.
- 评估人员强调了动机,主动性,自我反思,沟通,信任,专业精神,道德价值观以及为未来角色做好准备的重要性.
结论:
- APN学生评估包括技术能力,动机,人际关系技能和职业进步.
- 适合APN角色是一个动态的过程,涉及成长和身份发展.
- 在APN评估中隐含的期望并不总是正式的,这会影响透明度和一致性.
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