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目的 了解国内外循证实践教育的开展现状、教学策略及其对培养护理本科生循证实践能力的影响。方法 计算机检索PubMed、Web of Science、Embase、Cochrane Library、CINAHL、CBM、中国知网、万方、维普网,检索时限为建库至2021年7月14日,应用Arksey和O’Malley的范围综述方法,由2名研究者独立筛选和提取文献基本特征,并对文献的结果进行分析和讨论。结果 共纳入18篇文献,其中15篇英文文献,3篇中文文献,发表时间为2005年—2021年,国内外均采用多种教学策略开展护理本科生循证实践教育,但目前仍缺乏统一完整的教学标准。结论 循证实践教育能提高本科学生的循证实践能力,应统一循证实践教育培养标准,转变教学观念,加强教学合作,尽早地将循证实践教育融入本科护理核心课程中。 相似文献
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《中华护理教育》2015,(5)
目的调查护理本科应届毕业生专业认知和就业意向,以探求稳定护理本科生专业思想的有效教育引导方法。方法通过方便抽样,对杭州市4所高校190名护理本科应届毕业生进行问卷调查。结果护理本科生选择护理专业多为长辈意愿(50.5%);认为护理专业主要优势在就业方面(92.6%);最不能接受的护理职业的缺点前5位为"工作压力大,身心疲惫"(82.1%)、"三班制工作"(56.8%)、"职业风险高"(44.2%)、"报酬低"(32.6%)和"社会地位低"(31.6%);最可能影响护理专业学习积极性的因素为经济收入(32.6%)和就业形势(25.3%);接触过的护士(58.9%)和本校教师(32.6%)对学生的专业思想影响最大;就业意向集中在中小城市(44.2%)、省会等大城市(40.0%)和三级甲等医院(83.2%);最希望的工作岗位集中在行政(30.5%)、教学(25.3%)和医院临床(20.0%);实际可能的就业选择集中在医院临床(87.4%)。结论护理院校、医院等是影响护理本科生专业认知和就业意愿的重要场所。只有尽量创造良好的实习环境、提供持续可靠的职业规划指导才能有助于吸引并稳定年轻的护理队伍。 相似文献
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目的评价循证实践教学在护理本科实习生护理核心能力培养中的应用效果。方法将我院2010级133名护理本科实习生列为试验组,2009级128名本科实习生列为对照组。对照组按传统教学方法进行带教,试验组采用循证实践教学方法,实习期满后通过客观结构化临床考核(objective structured clinical examination,OSCE)及问卷调查评价教学效果。结果试验组实习生OSCE成绩及对带教方法的评价高于对照组(P<0.05)。结论循证实践教学有利于培养护理本科实习生的护理核心能力,促进临床教师的自我完善,提高临床实习效果,值得在护理本科临床实习教学中推广应用。 相似文献
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目的 探讨适合我国护理本科教育的专业核心能力目标.方法 采用自行设计的问卷,对某护理学院40名教师、17名硕士研究生导师、4名博士研究生导师进行调查.结果 调查对象认为护理专业本科学生应具备的核心能力依次是:人际沟通交流能力(100%)、评判性思维能力(98.2%)、护理治疗能力(94.7%)、法律与伦理实践能力(94.7%)、英语应用能力(91.2%)、自主学习能力(89.5%)、疾病管理能力(85.9%)、循证实践能力(82.5%)、健康提高和风险降低能力(77.2%).分别将以上9项核心能力的培养目标分4层描述,每层采用Likert 5级计分法,根据调查结果的分值大小确定各项能力的具体培养目标.结论 初步构建了护理专业本科学生核心能力框架,为进一步指导护理本科教学提供了一定的依据. 相似文献
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This study examined faculty perspectives of teaching undergraduate nursing courses entirely online via the World Wide Web. More than 80% of the 171 faculty completing the online survey indicated spending more time planning and implementing a Web course than a traditional course. Forty-seven percent preferred online teaching to traditional instruction, and described the experience as a success beyond expectation. This positive reaction supports the ongoing viability of Web-based instruction in nursing education. 相似文献
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《Collegian (Royal College of Nursing, Australia)》2022,29(3):390-397
AimTo explore studies related to team teaching in undergraduate nursing education and to identify its implications for practice.BackgroundTeam teaching is a pedagogical approach that has been used in a wide variety of settings since the mid-twentieth century. This approach aims to encourage critical thinking through exposure to a multifocal teaching approach. Incorporating various teaching approaches is crucial to cultivating knowledge and practical ability among future nurses. Despite its apparent potential as a pedagogy, peer-reviewed literature contains little evidence regarding the implementation of team teaching in undergraduate nursing education.DesignScoping review strategy was used in this review to examine the extent and range of available literature on team teaching in undergraduate nursing education.Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist was used as the reporting guideline for this review. Literature search was conducted using six databases in addition to grey literature search.ResultsSix papers met the inclusion criteria, and all were conducted in high income countries. Four main themes were evident in included studies. These were study approach, student perspectives, teacher perspectives and broad recommendations. The majority (96%) of participants in the studies were students. Positive findings revealed that team teaching is of benefit to students’ active learning, reflection skills, leadership skills, and student-teacher bonding. Team teaching that pairs academics with frontline clinicians was also suggested as one way to address the gap between theory and practice often cited as a weakness of modern-day nursing training. Challenges identified by studies included, students' experiences observing personality clashes between teachers, and extra time demands being placed on teachers due to intensive planning.ConclusionsThis review highlights that any level of teaming and/or collaboration is better, in many aspects, than solo teaching in undergraduate nursing education. A clear need was identified for research exploring the perspective of nurse educators and managers regarding their perceptions of team teaching. 相似文献
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Clinical teaching is a vital, yet multidimensional component of Australian undergraduate nursing courses. Unlike other parts of curricula, clinical teaching relies on the both higher education and health care sectors to meet prescribed goals and for effective student learning to occur. As such it is influenced by discourses from within both education and health. Whilst there is considerable literature related to undergraduate nursing clinical teaching; it mainly deals with practical aspects such as effectiveness of clinical teaching or discussions of models employed. Only a small pool of literature exists that discusses the construction of clinical teaching including the factors that have influenced the development of practices both in the past and present. Using the work of Foucault, this paper examines dominant and competing discourses influencing clinical teaching through their constructions within the literature. These are discourses of academia, nursing, and economics. The discussion situates these discourses and discusses how some of the resultant issues surrounding clinical education remain largely unresolved. 相似文献
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目的探讨护理本科生健康评估实践教学改革的效果。方法将2010级和2011级426名护理本科生作为实验组,实施以"突出整体,加强人文,强化实践,注重能力"为特色的健康评估实践教学模式改革;将2008级、2009级365名护理本科生作为对照组实施传统实践教学,比较两组学生健康评估成绩的差异并对新的实践教学方法进行满意度调查。结果实验组学生健康评估考核成绩明显高于对照组(P0.01),对教学改革满意。结论健康评估是实践性较强的护理专业课程,健康评估实践教学改革是有效、可行的。 相似文献
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对我国临床实践教学中存在的不足进行阐述,认为通过完善临床护理教学管理体制,设置专职临床护理教师,并对其进行有计划的培训,综合运用多种教学方法,注重学校同临床的紧密结合及建立科学的临床教学评价标准,有助于提高本科护生的综合能力。 相似文献
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[目的]探讨案例教学法在护理本科生临床教学实习中效果。[方法]选取在本院实习的护理本科生120人,进行配对分为观察组及对照组,每组60人,对照组采用传统的教学法,观察组在教学法基础上联合案例教学法,实习结束后进行实习效果的调查,包括两组护生的理论知识、护理程序、应用能力、对临床教学方法的满意度以及综合护理能力。[结果]观察组护生的理论知识、护理程序应用能力总分均高于对照组,对临床教学方法的满意度高,且临床综合护理能力得到了提高,与对照组相比,差异均具有统计学意义(P<0.05)。[结论]案例教学法可提高护理本科生的临床实习效果。 相似文献
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《护理研究》2015,(20)
[目的]探讨模拟教学部分替代临床实习在护理本科教学中的应用效果。[方法]选取66名护理本科二年级护生作为研究对象,在6个实习科室开展教学改革,即护生每周先进行1d模拟教学,随后进行1d临床实践,对病人实施个案管理。学期结束后使用模拟教学学习满意度和自信心量表、模拟教学实践量表、模拟教学设计量表以及自行设计的反馈问卷评价教学效果。[结果]3个量表各维度得分均在4分以上,表明护生对模拟教学部分替代临床实习的教学改革满意,自信心得到提高,且对模拟教学实践及设计给予肯定。[结论]模拟教学部分替代临床实习是一种有效的教学策略,能弥补护生在临床实习中实践机会受限的不足,并为护生向病人提供安全、优质的护理奠定了坚实的基础。 相似文献