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重新想象护理教育:绘制学生的学习,过渡和劳动力准备情况 - - 范围审查
Dianne Stratton-Maher1, Tracey Tulleners2, Jessica Elliott2
1School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia.
International journal of nursing studies
|February 25, 2026
概括
毕业的护理学生往往由于教育分散而缺乏临床准备. 通过综合实践,指导和反来加强护士教育,对于更好的毕业生成果至关重要.
科学领域:
- 护理教育研究 护理教育研究
- 医疗保健专业发展
- 临床准备研究 临床准备研究
背景情况:
- 学生护士经常经历学术学习和临床实践需求之间的差距.
- 不一致的课程,变化的教学质量,以及有限的模拟/指导,这些都导致了准备不足.
- 碎片化的护理教育框架阻碍了复杂的医疗保健环境的弹性和准备.
研究的目的:
- 识别和绘制护士教育中现有的差距.
- 了解影响学生护士为专业实践做好准备的因素.
主要方法:
- 护理教育文献的范围审查,跨越两年 (2024年12月-2025年12月) 进行.
- 进行全面的数据库搜索 (CINAHL,Informit,ProQuest,PsycINFO,PubMed,Scopus,Web of Science) 进行搜索.
- 根据PRISMA-ScR指南,分析了81项相关研究.
主要成果:
- 确定了关键领域:课程,教学,模拟,临床教育和学生的准备.
- 突出障碍:理论与实践之间的差距,监督/反不一致,评估缺乏透明度和过渡冲击.
- 有证据支持将实践近接教育与结构化支持和反相结合,以改善毕业生准备.
结论:
- 临床准备的持续挑战源于课程的碎片化和学术-临床融合不良.
- 需要一个以未来为重点,以证据为基础的模型,结合真实经验,指导,文化安全和数字健康.
- 专业准备和实践教育框架提供了一个模型,以提高毕业生为当代医疗保健做好准备.
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