{"title":"揭示护理教育中心肺复苏培训的挑战:成功的教学策略。","authors":"Masoomeh Habibi Baghi , Mahmood Abolghasemi , Masoumeh Zakerimoghadam , Morteza Rezaiezadeh , Mojtaba Vahidi Asl","doi":"10.1016/j.nepr.2024.104040","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><p>This study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges.</p></div><div><h3>Background</h3><p>Nursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges.</p></div><div><h3>Design</h3><p>This study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design.</p></div><div><h3>Method</h3><p>Semi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities.</p></div><div><h3>Results</h3><p>Four main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges.</p></div><div><h3>Conclusions</h3><p>Among the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001690/pdfft?md5=50a9544266fc511e31d17d8beb884877&pid=1-s2.0-S1471595324001690-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Unveiling CPR training challenges in nursing education: Pedagogical strategies for success\",\"authors\":\"Masoomeh Habibi Baghi , Mahmood Abolghasemi , Masoumeh Zakerimoghadam , Morteza Rezaiezadeh , Mojtaba Vahidi Asl\",\"doi\":\"10.1016/j.nepr.2024.104040\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><p>This study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges.</p></div><div><h3>Background</h3><p>Nursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges.</p></div><div><h3>Design</h3><p>This study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design.</p></div><div><h3>Method</h3><p>Semi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities.</p></div><div><h3>Results</h3><p>Four main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges.</p></div><div><h3>Conclusions</h3><p>Among the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.</p></div>\",\"PeriodicalId\":48715,\"journal\":{\"name\":\"Nurse Education in Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1471595324001690/pdfft?md5=50a9544266fc511e31d17d8beb884877&pid=1-s2.0-S1471595324001690-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education in Practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1471595324001690\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324001690","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
摘要
目的:本研究探讨了护理专业学生在学习心肺复苏术时面临的挑战,并确定了应对这些挑战的体验式学习策略:背景:护理专业学生在临床学习(包括心肺复苏术培训)过程中经常会遇到挑战和焦虑。鉴于心肺复苏术培训的实验性质,像 mARC 这样的体验式学习模式可以通过解决这些普遍存在的挑战来显著增强学习体验:本研究采用定性方法中的解释学方法,并使用现象学设计:方法:采用半结构式访谈和德尔菲法,从五所公立医科大学的 37 名教育督导、护理教授和正在接受心肺复苏临床培训的护理学生那里收集第一手经验:结果:确定了心肺复苏培训的四个主要挑战和十八个次要挑战,并对其进行了阐述和示范。此外,还根据 mARC 体验式学习模式(更真实、更反思、更协作)绘制了十三种体验式学习策略,以应对这些挑战:在本研究确定的心肺复苏培训的四大挑战中,缺乏教学法似乎是其他三个挑战的根本原因。这强调了将有效的教学方法纳入护士教育战略和举措的重要性。
Unveiling CPR training challenges in nursing education: Pedagogical strategies for success
Aim
This study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges.
Background
Nursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges.
Design
This study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design.
Method
Semi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities.
Results
Four main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges.
Conclusions
Among the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.
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.