使用客观结构化的教学考试来提高临床教学效率的临床预ceptors:一个准实验性研究
Ya-Wen Lee1,2, Wan-Ru Huang1, Tsen-En Chao1
1Department of Nursing, Changhua Christian Hospital, Taiwan.
The journal of nursing research : JNR
|February 2, 2026
概括
目标结构化教学考试 (OSTE) 在短期内显著提高了临床教师 (CP) 的教学技能. 在CP的教学能力方面的这些改进至少持续了干预后六个月.
科学领域:
- 护理教育 护理教育
- 医疗培训 医学培训
- 医疗保健专业发展
背景情况:
- 临床预防器 (CP) 对于新护士的保留至关重要.
- 关于CP教学行为在培训后的变化存在有限的数据.
- 目标结构化教学考试 (OSTE) 在提高CP教学技能方面未得到充分利用.
研究的目的:
- 评估OSTE在提高CP教学能力方面的有效性.
- 为了追踪OSTE在干预后3个月和6个月的纵向有效性.
主要方法:
- 这是一项准实验性研究,在台湾对122名CP进行了实验.
- 参与者被分配到实验组 (OSTE干预) 或对照组.
- 在多个时间点使用临床教学行为清单 (CTBI) 测量教学能力.
主要成果:
- 在所有CTBI领域 (p ≤ .003) 中,OSTE组显示出显著的即时改善.
- 在OSTE后3个月和6个月,CTBI得分仍然显著升高 (p=.026,p=.004).
- 临床阶梯水平与CTBI总得分正相关.
结论:
- 在短期内,OSTE有效地提高了CP教学能力.
- 在干预后长达6个月的时间内,观察到教学有效性的持续显著改善.
- 持续的培训和综合评估对于长期的临床教学有效性至关重要.
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