评估职业护理的结构能力:通过可观察的行为增强学习
Sara K Kaylor1, Sandra Davis2, Claire McKinley Yoder3
1The University of Alabama Capstone College of Nursing, Tuscaloosa, Alabama.
The Journal of nursing education
|March 6, 2026
概括
这项研究确定了在护理教育中的结构能力的15种可观察到的行为和掌握水平. 这些发现为教育工作者提供了切实可行的工具,以评估学生为推进健康平等做好准备.
科学领域:
- 护理教育 护理教育
- 基于能力的教育 基于能力的教育
- 健康 公平 卫生 公平
背景情况:
- 评估护士教育中的结构能力是不发达的.
- 需要可观测的指标来指导教学和评估.
- 目前基于能力的模型需要更好的工具来评估结构性能力.
研究的目的:
- 确定可观察到的行为,证明在专业护理中的结构能力.
- 为这些行为定义相关的掌握水平.
- 开发护理教育的实用工具.
主要方法:
- 两轮的德尔菲设计与护理专家.
- 第1轮:识别可观测的行为.
- 第2轮:对掌握水平和声明的改进.
主要成果:
- 确定了5个领域和15个可观察的行为,具有3个掌握级别.
- 领域包括:结构因素,患者倡导,文化谦卑,社会正义协作和沟通.
- 专家通过评级和定性反达成共识.
结论:
- 为教育工作者提供实用能力,以测量学生的知识,技能和属性.
- 旨在通过结构化评估推进健康公平教育.
- 支持向基于能力的护理教育模式过渡.
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