学生对学习np准备护士技能价值的认知:一项探索性研究。

IF 0.2 Q4 NURSING
Meigan Robb, Diane F Hunker
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引用次数: 1

摘要

背景:学生进入护理实践博士(DNP)项目有不同的兴趣和专业经验。人们对这如何影响学习知之甚少。目的:探讨学生对dnp预备护士技能学习相关任务价值的认知是否存在差异。方法:向学生发送一个链接,该链接由17项电子调查组成,包括人口统计问题和9项基于能力的陈述,这些能力是《高级护理实践博士教育要点》(美国护理学院协会[AACN], 2006年)中概述的。学生们按照项目完成后表现的感知价值对陈述进行排序。结果:任务价值的平均排名表明,高级执业注册护士(APRN)组(n = 32)认为最有价值的技能是“根据发表的研究文章和专业实践经验的发现,建议在专业实践中进行循证改变”。非aprn组(n = 10)报告“与其他非护理保健专业人员合作,改善患者和人群的健康结果”。结论:APRNs和非APRNs的学生对学习技能价值的看法不同,并且受到过去的专业经验和未来角色需求的影响。对护理的启示:研究结果为教师提供了可用于定制教学和参与策略的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students' Perceptions of the Value of Learning the Skill Sets of a DNP-Prepared Nurse: An Exploratory Study.

Background: Students enter doctor of nursing practice (DNP) programs with varying interests and professional experiences. Little is known about how this impacts learning.

Objective: To explore if differences existed in students' perceptions of task values related to learning the skill sets of a DNP-prepared nurse.

Methods: Students were sent a link to a 17-item electronic survey consisting of demographic questions and nine statements based on competencies as outlined in The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing [AACN], 2006). Students ranked the statements in order of perceived value of performing after program completion.

Results: Mean rankings of task values demonstrated the advanced practice registered nurse (APRN) group (n = 32) identified the most valuable skill as "suggest an evidence-based change in professional practice based on the findings of published research articles and professional practice experience." The non-APRN group (n = 10) reported "work collaboratively with other non-nursing healthcare professionals to improve patient and population health outcomes."

Conclusions: Students' perceptions of the value of learning the skill sets vary amongst APRNs and non-APRNs, and are shaped by past professional experiences and future role demands.

Implications for nursing: Findings provide faculty with knowledge that can be used to tailor teaching and engagement strategies.

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