一个全面的教学策略,培养临床推理和解决问题的技能在护理教育
Florence Mei Fung Wong1, Leonia Hiu Wan Lau2, Kelvin Hai Kiu Cheng3
1Tung Wah College, School of Nursing. Room 1605, Tower 2, Kowloon Commerce Centre, 51 Kwai Cheong Road, Kwai Chung, Hong Kong.
Nurse education in practice
|February 3, 2026
概括
该StepUp学习工具显著改善了第一年护理学生的解决问题和临床推理技能. 这种基于体验式学习的多模式方法更好地为学生准备临床实践.
科学领域:
- 护理教育 护理教育
- 认知技能 发展 发展 认知技能
- 教学策略 教学策略
背景情况:
- 对于高阶认知能力的现有教学策略往往缺乏理论结构.
- 需要有效的方法来增强早期护理教育中的解决问题和临床推理.
研究的目的:
- 评估StepUp学习工具在解决问题和临床推理方面的有效性.
- 评估结构化,多模式教育框架对本科护理学生的影响.
主要方法:
- 一个受控的,准实验性设计,涉及124名一年级护理学生.
- 干预组使用了交互式讲座,电子学习,视频和高保真患者模拟 (HFPS).
- 在三个时间点使用问题解决库存和护士临床推理量表来衡量结果.
主要成果:
- 干预组在解决问题的信心和避开方法方面表现出显著的改善.
- 在HFPS后的干预组中,观察到临床推理技能的显著提高.
- 对照组没有显著的变化,而干预组在所有措施中都有所改善.
结论:
- 基于科尔布的体验式学习理论的StepUp学习工具有效地增强了护理学生的解决问题和临床推理.
- 结构化,多模式的教育框架对于为护理学生准备复杂的临床实践至关重要.
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