在临床相关的重大事件后,使用珍珠指导与护理学生的支持性对话。

Jaime Gallaher, Giuliana Harvey
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引用次数: 0

摘要

背景:本科护生存在临床相关危重事件暴露风险。暴露于严重事件的风险,加上过去个人经历的再创伤的可能性,增加了临床环境中教学和学习的复杂性。方法:为临床护理教育工作者提供工具,以便与经历过临床相关危重事件的学生进行及时和支持性的对话。在模拟中促进卓越和反思性学习(PEARLS)框架中,强调创伤知情方法(TIA),临床教育者可以使用它来指导与经历过这些意外事件的学生进行支持性对话。结果:临床教育工作者使用以TIA为基础的珍珠汇报框架,为学生创造了表达他们最初情绪、探索新见解和指导下一步的机会。结论:在临床相关的重大事件后支持护理学生需要教育工作者灵活和适应,为学习者提供个性化和个性化的帮助。[J].中国生物医学工程学报,2015;32(4):559 - 561。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using PEARLS to Guide Supportive Conversations With Nursing Students After Clinical Related Critical Incidents.

Background: Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The risk of exposure to critical incidents coupled with the potential for re-traumatization from past personal experiences adds complexity to teaching and learning in the clinical environment.

Method: Providing clinical nurse educators with tools to facilitate timely and supportive conversations with students who have experienced clinical related critical incidents are imperative. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework, with emphasis of a trauma-informed approach (TIA), may be used by clinical educators to guide supportive conversations with students who have experienced these unexpected events.

Results: Clinical educators' use of the PEARLS debriefing framework underpinned by a TIA creates opportunities for students to express their initial emotions, explore new insights, and navigate next steps.

Conclusion: Supporting nursing students after a clinical related critical incident requires educators to be flexible and adaptable by offering individualized and personalized assistance to learners. [J Nurs Educ. 2025;64(X):XXX-XXX.].

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