Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2024-09-02 DOI:10.1016/j.nepr.2024.104117

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引用次数: 0

Abstract

Aim

To develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.

Background

Academic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.

Design

A Delphi study.

Methods

The Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %).

Results

The final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes.

Conclusion

The course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.

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从学术与实践合作的角度，为护理本科生制定循证护理实践课程框架：德尔菲研究

目的从学术与实践合作的角度为护理本科生制定循证护理实践课程框架。背景在循证护理教育中，学术与实践合作在弥合理论与实践差距方面发挥着重要作用。方法德尔菲研究通过文献分析、定性访谈和德尔菲专家咨询来制定本课程框架。分别有 15 位和 12 位专家参与了第一轮和第二轮德尔菲专家咨询。两轮德尔菲专家咨询的共识阈值用专家正系数（≥ 50 %）、正系数（≥ 70 %）、专家权威系数（≥ 0.7）、变异系数（<0.25）和满分频率（>20 %）来描述。结果最终课程框架包括学习目标（17 项）；理论课教学章节（5 项）；理论课教学内容（30 项）、方法（12 项）、课时（9 项）；实践课教学教师职责（11 项）、临床教师职责（11 项）。该课程框架的有效性有待今后进一步的实验研究来验证。

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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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.

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