Teaching Psychomotor Skills in Undergraduate Nursing Education: An Integrative Review.

The Journal of nursing education Pub Date : 2024-07-01 DOI:10.3928/01484834-20240505-01

Crista Reaves, Michael Martel, Kristine Rose

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Abstract

Background: Psychomotor skills, a cognitive and fine motor process, are an essential component to undergraduate nursing education. Currently, no national guidelines exist to guide nursing programs on the best way to educate students to ensure competent and safe practice of psycho-motor skills in the clinical setting. This review sought to determine what methods of education, training, and practice of psychomotor skills enhanced psychomotor skill competency in undergraduate nursing students.

Method: An integrative review was conducted to determine teaching and practice strategies to support psychomotor skill competence.

Results: Four significant categories were identified and included (1) simulation; (2) technology; (3) deliberate practice; and (4) theoretical and collaborative instruction. Overall, simulation and technology were found to be the most effective in psychomotor skill competence.

Conclusion: Additional research is needed to identify which teaching strategies best support nursing students' long-term knowledge acquisition and competency as they transition into professional practice. [J Nurs Educ. 2024;63(7):421-426.].

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护理本科教育中的心理运动技能教学：综合评述。

背景：心理运动技能是一种认知和精细运动过程，是本科护理教育的重要组成部分。目前，还没有国家指导方针来指导护理专业如何以最佳方式教育学生，以确保他们在临床环境中能够胜任并安全地练习心理运动技能。本综述旨在确定哪些心理运动技能的教育、培训和实践方法可提高护理本科生的心理运动技能能力：方法：进行综合综述，以确定支持心理运动技能能力的教学和实践策略：结果：确定了四个重要类别，包括（1）模拟；（2）技术；（3）刻意练习；以及（4）理论与合作教学。总体而言，模拟和技术对提高心理运动技能能力最为有效：结论：需要开展更多研究，以确定哪些教学策略最能帮助护理专业学生在过渡到专业实践时获得长期知识和能力。[护理教育杂志，2024；63（7）：421-426]。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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