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The intersections between competency-based education and simulation-based education: Integration in nursing education 能力本位教育与模拟教育之间的交叉:护理教育中的整合
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-01 DOI: 10.1016/j.profnurs.2024.08.010
Marie Gilbert , Kristen M. Brown , Penni Watts
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引用次数: 0
Pushing through: A grounded theory of undergraduate nursing students making meaning of clinical related critical incidents 坚持到底护理本科生理解临床危急事件意义的基础理论
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-31 DOI: 10.1016/j.profnurs.2024.08.011
Giuliana Harvey PhD RN , Mohamed Toufic El Hussein PhD RN NP , Catherine Carter-Snell PhD RN

Background

Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood.

Purpose

The aim of this study was to provide a theoretical understanding of the processes that undergraduate nursing students use to make meaning of clinical related critical incidents.

Method

Following the constructivist grounded theory method, a purposive sample was used to recruit 15 students enrolled in a Canadian university baccalaureate nursing program. Data were collected using semi-structured interviews over 12 months. Interviews were transcribed and analyzed using constant comparison and concurrent data collection and coding.

Results

Three theoretical categories emerged from the data to explain the processes used by nursing students to make meaning of their critical incidents: distress, identity shift, and moving forward. The processes described were characterized by an overarching category of “Pushing Through.”

Conclusion

The resulting theory of “Pushing Through” can be used as a lens for students and nurse educators to navigate making meaning of clinical related critical incidents. This theory highlights the significance of students' self-understanding as they explore and assemble individualized strategies and coping skills. Educators who teach in the clinical setting should prioritize the development of a trauma-informed learning environment by establishing connections and transparent expectations with learners.

背景护理专业本科生有可能遭遇与临床相关的危急事件。本研究的目的是从理论上理解护理专业本科生对临床相关危急事件的理解过程。方法采用建构主义基础理论方法,有目的性地抽取了加拿大一所大学护理学士学位课程的 15 名学生。数据收集采用半结构式访谈法,历时 12 个月。结果从数据中产生了三个理论类别,以解释护理专业学生在关键事件中的意义过程:痛苦、身份转变和前进。结论由此产生的 "挺过 "理论可作为学生和护士教育者理解临床危急事件意义的一个视角。这一理论强调了学生在探索和组合个性化策略和应对技能时自我理解的重要性。在临床环境中进行教学的教育者应通过与学习者建立联系和透明的期望,优先发展创伤知情的学习环境。
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引用次数: 0
Examining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis 研究基础护理教科书的包容性和排他性内容:定向定性内容分析
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-30 DOI: 10.1016/j.profnurs.2024.08.013
Eleonor Pusey-Reid , Cassandra P. Mombrun , Mirza J. Lugo-Neris , Jean M. Bernhardt , Kevin Berner , John Wong , Callie Watkins Liu , Virginia King , Rachael H. Salguero , Karen L. Hunt , Mary E. Samost , Danielle T. Walker , Jessica Spissinger , Selam Shah , M. Elaine Tagliareni

Background

Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems.

Purpose

This study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education.

Methods

A Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted. Seven codes within inclusivity and exclusivity themes were deductively developed from the literature. Inclusivity codes included equity language and contextualized race-based prevalence. Exclusivity codes included normalizing Whiteness in assessment, stigmatizing and negative descriptors, race-based prevalence without context, cisgenderism, and othering. Two trained analysts independently reviewed the chapters, assigning texts to these codes. Discrepancies were resolved by team consensus.

Results

A total of 118 inclusivity instances: equity language (n = 109) and race-based prevalence with context (n = 9). Exclusivity codes were more prevalent (n = 642), including normalizing Whiteness (n = 398), stigmatizing descriptors (n = 106), cisgenderism (n = 59), and othering (n = 32).

Conclusion

The study highlights inclusive language in fundamental nursing textbooks but reveals significant exclusive language perpetuating negative generalizations, including marginalized identities and race prevalence without context. This content undermines person-centered care and hinders understanding the complex interplay between intersectionality, social justice, and social determinants of health.

背景人们日益意识到教育中的社会不平等和不公正,这突出表明迫切需要解决健康教育课程和系统中的有害机制、政策和规范。从文献中演绎出了包容性和排他性主题中的七个代码。包容性代码包括公平语言和基于种族的背景化流行。排他性代码包括在评估中使白种人正常化、污名化和负面描述、无背景的基于种族的普遍性、顺性别主义和他者化。两名训练有素的分析师独立审阅了各章节,并为这些代码分配了文本。结果 共有 118 个包容性实例:公平语言(109 个)和有背景的种族偏见(9 个)。该研究强调了基础护理教科书中的包容性语言,但也揭示了大量的排斥性语言,这些语言延续了负面的概括,包括边缘化身份和无背景的种族普遍性。这些内容破坏了以人为本的护理,阻碍了对交叉性、社会正义和健康的社会决定因素之间复杂相互作用的理解。
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引用次数: 0
Academic nursing administrators' perceptions of replacing clinical hours with simulation 护理院校管理人员对以模拟教学取代临床课时的看法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-28 DOI: 10.1016/j.profnurs.2024.08.012
Jasline Moreno MSN, RN, CHSE-A, CNE , Heather Epp MN, RN, CHSE , Sarah Neville MSN, RN, CHSE

Background

Nursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic, prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE.

Methods

This descriptive quality improvement study was informed by Rogers' Diffusion of Innovation (DOI) Theory. Semi-structured interviews were conducted with four academic nurse administrators from various pre-licensure nursing programs in Maryland. The data collected were analyzed using thematic analysis.

Results

Nurse administrators who value SBE as a safe learning space are integral when building and maintaining infrastructure to support simulation usage. Identified barriers related to faculty buy-in, workload, and inadequate human resources to deliver high-quality simulations can hinder sustained adoption of clinical simulation.

Conclusions

This study highlights the necessity of continuous faculty training in SBE and dedicated resources to support simulation infrastructure. Recommendations include sustained investment in faculty development, creating specialized roles for simulation champions, and fostering collaborations to strengthen simulation integration. The findings emphasize the pivotal role of nurse administrators in navigating challenges and maximizing SBE's potential to replace clinical hours in nursing education, urging ongoing support and strategic planning for successful integration.

背景护理教育已转向模拟教育(SBE),以满足快速发展的医疗保健行业的需求。马里兰州临床模拟资源联盟(MCSRC)旨在提高 SBE 的使用率,但注意到大流行后 SBE 的使用率有所下降,这促使我们对护士管理人员用 SBE 替代临床课时的观点进行调查。研究人员对马里兰州不同执照前护理专业的四名学术护士管理人员进行了半结构式访谈。结果将 SBE 视为安全学习空间的护士管理人员在建设和维护支持模拟使用的基础设施时不可或缺。结论 本研究强调了持续开展 SBE 师资培训和提供专用资源支持模拟基础设施的必要性。建议包括持续投资于师资队伍建设、为模拟倡导者设立专门角色,以及促进合作以加强模拟整合。研究结果强调了护士管理者在应对挑战和最大限度地发挥 SBE 在护理教育中替代临床学时的潜力方面所起的关键作用,并敦促为成功整合提供持续支持和战略规划。
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引用次数: 0
Integrating writing across the curriculum strategies in nursing programs: An avenue to meet competency-based education criteria 在护理课程中整合跨课程写作策略:达到能力本位教育标准的途径
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-23 DOI: 10.1016/j.profnurs.2024.08.009
Callie Bradley DNP, FNP-C , Michele Kilmer DNP, CPNP-PC , Anne E. Raines MA , Dana Blair BA

Background

The movement toward competency-based education (CBE), endorsed by AACN, has highlighted the need for nursing programs to engage in curriculum revisions. Best practice Writing Across the Curriculum instructional strategies may play a key role in revising courses to meet CBE criteria.

Problem

Faculty may not feel prepared to modify or develop courses to meet the CBE standards detailed in the AACN 2021 Essentials and may not recognize how Writing Across the Curriculum strategies can be utilized to meet CBE requirements.

Approach

Evidence-based Writing Across the Curriculum strategies can be easily incorporated into courses to enhance students' critical thinking abilities, clinical skills, and leadership proficiencies.

Conclusions

Writing Across the Curriculum strategies can be used during course revisions to address CBE. Nursing faculty should be familiar with best practices for incorporating writing into nursing assignments to allow students to demonstrate competency of learned knowledge.

背景美国护理学会(AACN)支持的能力本位教育(CBE)运动强调了护理项目参与课程修订的必要性。在修订课程以满足 CBE 标准的过程中,最佳实践 "跨课程写作 "教学策略可能会发挥关键作用。问题教师们可能没有准备好修改或开发课程,以满足 AACN 2021 Essentials 中详述的 CBE 标准,也可能没有认识到如何利用 "跨课程写作 "策略来满足 CBE 要求。方法以证据为基础的 "全课程写作 "策略可以很容易地融入到课程中,以提高学生的批判性思维能力、临床技能和领导能力。护理教师应熟悉将写作纳入护理作业的最佳实践,以便让学生展示所学知识的能力。
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引用次数: 0
Approach to graduate nursing education pedagogy and learning transition 研究生护理教育教学法和学习过渡方法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-23 DOI: 10.1016/j.profnurs.2024.08.008
Lisa Guertin DNP, ACNP-BC, Elizabeth Gatewood DNP, FNP-C, CNE, FAANP, FAAN, Stella Aguinaga Bialous DrPH, Brittany Christiansen PhD, DNP, APRN, CPNP-PC/AC, FNP-C, AE-C, CNE, Lin Lin PhD, RN, Bethany Phoenix PhD, RN, FAAN, Yuriko Shichishima MS, RN, CNE, PHN, K.T. Waxman DNP, MBA, RN, FAAN

Prior to the COVID-19 pandemic, the University of San Francisco (UCSF) School of Nursing (SON) is a historically in person graduate program that immediately transitioned to remote learning at the start of the pandemic. In 2022, upon emerging from the pandemic, the need to intentionally determine the teaching and learning modality of the UCSF SON became apparent. This is a report of the process of our institutions transition from an in person to a hybrid school. A task force was formed and charged with identifying the school's approach to the teaching and learning modality moving forward. A group think activity identified needs assessment for the task force's approach. The task force agreed upon definitions for in person, hybrid, online and hyflex learning, conducted a literature review, re-examined internal survey results from both faculty and learners regarding teaching and learning modality preferences and compared top graduate nursing programs teaching and learning modalities. The literature review revealed that hybrid learning was not inferior to in person learning and may improve educational outcomes. The faculty and learner survey results identified a preference toward hybrid learning and teaching. The task force recommended that the school change its public-facing information to identify as a hybrid school with specialty specific flexible design. This transition allows the school to carry out the mission of educating diverse health leaders.

在 COVID-19 大流行之前,旧金山大学(UCSF)护理学院(SON)是一个历史悠久的面授研究生项目,在大流行开始后立即过渡到远程学习。2022 年,从大流行病中走出来的旧金山大学护理学院显然需要有意识地确定其教学和学习模式。本报告介绍了本机构从面对面教学向混合式教学过渡的过程。学校成立了一个特别工作组,负责确定学校今后的教学模式。通过小组思考活动,确定了专责小组方法的需求评估。特别小组商定了面授、混合式、在线和混合式学习的定义,进行了文献综述,重新审查了教师和学生对教学模式偏好的内部调查结果,并比较了顶级护理研究生课程的教学模式。文献综述显示,混合式学习并不比面授学习逊色,而且可以提高教学成果。教员和学生的调查结果显示,他们更倾向于混合式教学。特别工作组建议学校更改其面向公众的信息,将其标识为一所具有特定专业灵活设计的混合学校。这一转变使学校能够履行培养多元化健康领导者的使命。
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引用次数: 0
Implementing open educational resources: Lessons learned 实施开放式教育资源:经验教训
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.005
Joanne Noone PhD, RN, CNE, ANEF, FAAN , Robin Champieux MLIS , Asma Taha Ph.D., CPNP-PC/AC, FAAN , Marilyn Gran-Moravec MSN, RN , Lisa Hatfield Ed.D. , Sharon Cronin MN, RN, CCRN , Rhonda Shoemaker MN, CCRN, C-NPT

Background

Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education.

Purpose

This article reviews strategies and lessons learned from an academic multi-campus school of nursing (SON) initiative on implementing OER.

Approach

A team representing undergraduate and graduate nursing faculty, the library, and the Teaching and Learning Center set forth to improve faculty awareness of and interest in adopting OER and develop resource sites for disseminating information about OER. The team collaborated with partners within the university and with external academic partners to achieve our goals.

Outcomes

Presentations to SON faculty on OER identified faculty interested in adopting these resources. Two Masters of Nursing Education (MNE) students identified and shared resources; completed a student textbook survey; and, reported results and recommendations to SON faculty. A university resource site was created on OER. Further collaboration with university librarians to identify and implement OER for specific courses is ongoing.

Conclusions

Students identified cost as one barrier for pursuing higher education. Efforts to reduce cost through utilizing OER may eliminate this barrier, thus enhancing student enrollment and persistence in higher education. Adopting OER is a social justice action that has the potential to address educational inequities by allowing students to attend to their basic human needs such as housing and food.

背景开放教育资源(OER)与本科生和研究生在经济和学术方面的若干积极成果有关。经济效益包括减少学生债务和上大学的费用。这篇文章回顾了一个多校区护理学院(SON)实施开放教育资源的策略和经验教训。方法 一个代表护理学院本科生和研究生教师、图书馆和教学中心的团队着手提高教师对采用开放教育资源的认识和兴趣,并开发资源网站来传播有关开放教育资源的信息。为了实现我们的目标,该团队与校内和校外的学术合作伙伴开展了合作。成果向护理学院教师介绍开放式教育资源,确定了对采用这些资源感兴趣的教师。两名护理教育硕士(MNE)学生确定并分享了资源;完成了一项学生教科书调查;并向护理学院教师报告了调查结果和建议。创建了一个关于开放式教育资源的大学资源网站。结论学生们认为费用是接受高等教育的一个障碍。通过利用开放式教育资源降低成本的努力可能会消除这一障碍,从而提高学生的入学率和高等教育的持续性。采用开放式教育资源是一项社会正义行动,有可能解决教育不公平问题,让学生能够满足住房和食品等基本人类需求。
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引用次数: 0
Redefining faculty workload metrics: A data-driven approach 重新定义教师工作量指标:数据驱动法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.006
Heather L. Johnson DNP, FNP-BC, FAANP, Danette F. Cruthirds PhD, MSN, CRNA, Laura A. Taylor PhD, RN, ANEF, FAAN, Lauren T. Suszan DNP, MSN, CRNA, Regina P. Owen DNP, PMHNP-BC, Jennifer L. Trautmann PhD, FNP-BC, CPNP-PC, Jonathan R. Beatty DNP, MSN, FNP-C, Diane C. Seibert PhD, ARNP, FAANP, FAAN

Background

Benchmarking faculty workload is key for equity, but a standard model like the Carnegie Unit, originally designed for student workload, does not fit all scenarios.

Methods

A novel Faculty Effort Data Collection Tool assessed whether the Carnegie Unit accurately reflected faculty effort in a graduate nursing program. Workload was evaluated course-by-course based on faculty self-reported hours.

Results

Analysis of 62 APRN courses showed faculty spent nearly twice the Carnegie Units expected (84 h of faculty effort per student credit hour vs the 45 projected). Half of courses exceeded 90 h per credit; 21 % were under the anticipated 45. In some courses, faculty effort was up to sevenfold higher than expected for a 3-credit course (996 h vs 135 h). A single, universally applicable “per credit hour” formula for all courses could not be identified. Using faculty reported hours, the taskforce designed a new course workload credit plan. Revised workload credits increased from 1 to 8 (mean 3.7) to 2 to 15 (mean 4.92), appropriately crediting faculty for their work.

Conclusions

The Carnegie Unit did not accurately reflect faculty effort in our program. A tailored approach was necessary to ensure fairness, and promote a more equitable distribution of effort.
背景以教师工作量为基准是实现公平的关键,但像卡内基单位这样最初为学生工作量设计的标准模型并不适合所有情况。方法一种新颖的教师工作量数据收集工具评估了卡内基单位是否准确反映了护理研究生课程中教师的工作量。对 62 门全科护士课程的分析表明,教师花费的时间几乎是卡内基单位预期时间的两倍(每个学生学时教师花费 84 小时,而预期时间为 45 小时)。半数课程的每学分花费超过 90 小时;21% 的课程低于预期的 45 小时。在某些课程中,对于 3 个学分的课程而言,教师的投入比预期的多达 7 倍(996 小时对 135 小时)。无法确定一个适用于所有课程的单一、普遍的 "每学分小时 "计算公式。根据教师报告的学时,工作组设计了新的课程工作量学分计划。修订后的工作量学分从 1 到 8(平均 3.7)增加到 2 到 15(平均 4.92),适当地计入了教师的工作。为确保公平性并促进更公平的工作分配,有必要采取量身定制的方法。
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引用次数: 0
An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels 创新的护理实践博士学术项目课程模式:支持不同入门水平学习者的策略
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.004
Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.

护理实践博士(DNP)项目课程必须应对为护理实践博士学术项目量身定制能力本位教育(CBE)课程的挑战,以满足护理学习者在准备和实践方面的差异,从新手学士入门级到硕士高级护士实践专家入门级的路径。美国国家医学科学院最近发布的《2020-2030 年护理行业的未来:为实现健康公平规划道路》报告主张,护理院校中以能力为基础的教育(CBE)方法应在合作性学术实践伙伴关系中关注高级实践护理人群。本文介绍了一个学术健康科学中心的创新性 DNP 学术项目课程模式,该模式整合了学术合作关系和 CBE 战略,这些战略是为第二学位学士直接进入护理专业(直接进入)、护理学士后进入 DNP(BS to DNP)、硕士后进入 DNP(PM DNP)的准备水平而开发的。DNP 学术项目课程采用创新的支架式方法来促进 CBE,以评估博士阶段的学习活动。DNP 学术项目课程包括质量改进、文献批判性评估、循证实践模式、实施实践模式、政策分析和过程/结果评估等领域。校友和利益相关者的初步反馈表明,这些项目不仅对实践产生了影响,而且提高了学员在质量改进科学方面的能力。这一模式的实施加强了以 CBE 为驱动的课程教学和学习策略,以及可持续的学术合作伙 伴关系。
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引用次数: 0
Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies 利用不断发展的案例研究评估美国护理学院协会和全国执业护士组织以患者为中心的能力成就的合作框架
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-20 DOI: 10.1016/j.profnurs.2024.08.007
Heather Rivasplata DNP, MPH, FNP-BC, Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C, Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC, Heather Johnson DNP, FNP-BC, FAANP

Background

The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency.

Purpose/aims

The purpose of this article is to describe an electronic, collaborative learning framework to teach and assess second year NP students in systematically selecting and eliminating diagnoses and forming treatment plans.

Design/methods

Post gap analysis, the collaborative learning framework was created. This visual, collaborative resource was scaffolded across two sequential advanced NP second year clinical synthesis courses and embedded with evolving case studies. Students identified pertinent positives and negatives from the history, physical, and diagnostic findings. Each student developed a unique differential diagnosis and plan of care and critiqued their peers.

Result/findings

The tool exceeded expectations. Faculty were able to visualize data, provide clarification on interpretation of data and pharmacology, and grade in small groups.

Conclusion

The collaborative learning framework provided real-time visualization of students' work in clinical reasoning. It was easy to use and integrate into second year NP courses to meet learning objectives and assess clinical reasoning competency.

背景美国护理学院协会(AACN)和全美执业护士学院组织(NONPF)强调临床推理在执业护士(NP)能力中的作用。循证临床推理对患者安全至关重要。本文旨在介绍一种电子协作学习框架,用于教授和评估二年级 NP 学生系统地选择和排除诊断并形成治疗方案。这一可视化协作资源在两门连续的高级护师二年级临床综合课程中进行了支架设计,并嵌入了不断发展的案例研究。学生们从病史、体格检查和诊断结果中找出相关的阳性和阴性结果。每个学生都制定了独特的鉴别诊断和护理计划,并对同伴进行了点评。教师们能够直观地查看数据,对数据和药理学解释进行说明,并以小组为单位进行评分。结论协作学习框架为学生的临床推理工作提供了实时可视化。它易于使用,并可整合到二年级 NP 课程中,以实现学习目标和评估临床推理能力。
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引用次数: 0
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Journal of Professional Nursing
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