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教学策略教学护理过程的比较影响:系统审查和网络元分析
George Oliveira Silva1, Natália Del' Angelo Aredes2, Larissa Viana Ues2
1Department of Nursing, Federal University of São Carlos, São Carlos, Brazil.
Nurse education today
|February 26, 2026
概括
与传统方法相比,积极的教学策略显著提高了护理学生的知识,临床推理和态度技能. 基于模拟的学习在提高这些护理过程能力方面尤其有效.
科学领域:
- 医学教育 医学教育
- 护理教学 护理教学
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 在护理教育中,传统的教学方法可能无法充分培养基本能力.
- 需要评估创新的教学方法,教导护理过程.
- 积极学习策略为护理学生的发展提供了潜在的好处.
研究的目的:
- 为了比较主动教学策略与教学护理过程的传统方法的有效性.
- 评估积极学习对护理学生知识,临床推理,批判性思维和态度技能的影响.
- 确定最有效的特定活跃策略.
主要方法:
- 根据柯克兰手册和PRISMA指南进行了系统审查和元分析.
- 在多个主要的科学文献库中进行了全面的数据库搜索.
- 数据合成包括叙事合成和对关键学习成果的元分析方法.
主要成果:
- 与传统方法相比,积极学习策略显著提高了知识 (SMD=0.95),临床推理 (SMD=0.48) 和态度技能 (SMD=0.39).
- 在批判性思维发展方面没有发现显著差异 (SMD=0.92).
- 模拟成为一种在知识,临床推理和态度技能方面始终有效的策略.
结论:
- 积极的教学策略,特别是模拟,有效地改善了与护理过程相关的学习成果.
- 将以学生为中心的教学方法融入护理课程中,对于培养核心能力至关重要.
- 研究结果支持采用积极学习方法来加强护理教育.
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