同行学习干预措施在护理学生的临床实践中的有效性:系统性审查
Sara Palander1, Toni Haapa2, Jonna Juntunen3
1Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Department of Gynecology and Obstetrics, Helsinki University Hospital and University of Helsinki, Helsinki, Finland; Nursing Research Center, Helsinki University Hospital and University of Helsinki, Helsinki, Finland.
Nurse education in practice
|March 5, 2026
概括
在护理临床实践中的同行学习干预措施比传统方法更多地增强了学习的专业发展和心理方面. 需要进一步的研究来探索对自我效能的小影响.
科学领域:
- 护理教育 护理教育
- 临床实践 临床实践
- 同行学习是同行学习.
背景情况:
- 同行学习在护理临床环境中越来越受欢迎.
- 对其有效性的证据需要进一步评估,以支持学生的学习.
研究的目的:
- 描述护理临床实践中的同行学习干预措施.
- 与传统方法相比,评估它们的有效性.
主要方法:
- 按照JBI和PRISMA指南进行系统审查.
- 搜索了多个数据库,直到2024年1月.
- 包括12项研究 (5项RCT,7项准实验);质量不同.
主要成果:
- 同行学习干预措施在3-12周的时间内在各种临床环境中实施.
- 同行学习显示出比传统方法更有效的专业发展和心理方面.
- 观察到小效果大小的自我有效性.
结论:
- 临床实践中的同行学习对护理学生的专业发展和心理学习产生了积极的影响.
- 建议对心理学习方面的进一步研究,特别是自我效能.
- 结果可以指导教育工作者和组织选择有效的临床实践模型.
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