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释放能力,培养联系:适应逃生室的研究生护理教育
Holly Stith1, Andrew Makowski1, Julie Perry1
1University of Kentucky College of Nursing, United States of America.
概括
教育逃生室增强了在混合计划中精神病心理健康护士从业人员 (PMHNP) 学生的参与和临床推理. 这一创新策略提高了研究生护理教育的诊断信心和团队合作.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 精神病学心理健康护理 精神病学心理健康护理
背景情况:
- 研究生护理课程越来越多地使用混合模型,需要创新的教学方法来进行实践学习.
- 在有限的面对面互动下提供基于能力的教育存在挑战.
研究的目的:
- 评估教育逃生室在加强PMHNP学生之间的参与,临床推理和协作方面的有效性.
- 评估批判性思维,团队合作和沟通技巧与AACN基本知识相一致.
主要方法:
- 肯塔基大学与PMHNP学生一起进行了一项试点教育逃生室活动.
- 该活动模拟了一个诊断推理场景,重点是区分单极性抑郁和双极性抑郁.
- 学生调查,简报和教师观察 (杰斐逊团队协作观察指南) 用于评估.
主要成果:
- 在诊断信心,同行联系和学习经验的感知现实世界的适用性方面报告了积极的结果.
- 大多数学生发现逃生室具有吸引力和教育意义.
- 反表明需要较小的小组和内容差异化经验水平为未来的代.
结论:
- 教育逃生室是一个有价值的,低风险的体验式学习策略,用于研究生护理教育.
- 这种方法有效地加强了临床能力,并促进了学生之间的社区.
- 逃生室可以解决护理课程中混合学习模型的挑战.
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