循证护理运用于护理技能教学的行动研究.
Objective: To explore the effect of evidence-based education to improve students' self-direct learning ability, social-problem-solving ability, and evidence-based ability. Methods: For 59 nursing students of grade 2 in one institute of Macao, ten times of interventions were carried out in one year....
| Publicado en: | Chinese Nursing Research Vol. 32; no. 9; pp. 1423 - 1427 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Chinese Nursing Research Editorial Office
5/10/2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Objective: To explore the effect of evidence-based education to improve students' self-direct learning ability, social-problem-solving ability, and evidence-based ability. Methods: For 59 nursing students of grade 2 in one institute of Macao, ten times of interventions were carried out in one year. During every intervention, by the guidance of the tutors, based on the topics related to skills lessons or clinical patients, students searched, analyzed, and evaluated the evidence, and finally got the results. Students documented the process by writing an evidence-based report. Students were tested by Self-directed Learning Ability Scale and Social-problem-solving Ability Scale (Chinese version) before and after the interventions. The evidence-based report was evaluated by a self-designed evidence-based teaching ability assessment. A semi-structured interview method was used to obtain the students' and tutors' views on evidence-based teaching. Results: The self-directed learning ability, social-problem-solving ability, and evidence-based ability were improved after evidence-based education. Conclusion: Merging the evidence-based education into the nursing skill teaching could improve students' self-directed learning ability, train the evidence-based ability gradually, and finally guide students to transfer their knowledge and skills into the ability to solve patients' problems. [目的]探讨在护理技能教学中融入循证教学，以提升学生自导式学习能力、社会问题解决能力和循证能力的效果。[方法]以澳门某学院二年级全体护理本科生共59人为研究对象，实施10次循证教学干预。每次干预都在导师的指导下，以学校技能课所授护理技能的相关内容或以临床实习所护理病人的护理问题为主题，进行证据查询、证据整理和分析、得出结论等步骤，并撰写循证报告。干预前后使用《自导式学习能力量表》和《社会问题解决量表(中文版)》进行测评，并使用自行设计的循证能力评价教学标准对学生的循证报告进行评价；使用半结构式访谈法获取学生及参与研究的导师对循证教学的看法。[结果]实施循证教学后，学生的自导式学习能力、社会问题解决能力和循证能力得到提升。[结论]在护理技能教学中融入循证教学，能提升学生自主学习的能力，并能逐步培养学生的循证能力，将所学知识和技能转化为解决病人护理问题的能力。 |
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