模拟情景设计提高护生临床判断能力的定性研究

IF 0.7 Q4 NURSING
Wassana Uppor, A. Klunklin, Nongkran Viseskul, S. Skulphan, S. Turale
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引用次数: 0

摘要

临床判断是从影响患者安全的批判性思维或临床推理中产生的认知过程。例如,在做出临床判断时没有注意到客户的恶化迹象可能会导致不作为错误。因此,护理专业的学生在进入专业护理实习之前,必须具备良好的临床判断能力。基于模拟的学习已经成为一种重要的教学法,广泛用于培养学生的临床判断能力。然而,到目前为止,泰国的模拟学习侧重于理论内容和临床实践,而不是认知能力的发展。护理教师在培养护生思维过程中起着至关重要的作用。因此,深入了解护理讲师对设计模拟场景的基本组成部分的看法,以提高护理学生的临床判断仍然很重要。本定性描述性研究旨在探索护理模拟场景设计特征中的关键组成部分,以提高护理专业学生基于护理讲师感知的临床判断能力。参与者是从泰国一所护理学院挑选的23名护理讲师。数据是在2021年3月与所有参与者的焦点小组讨论中收集的,然后五名具有模拟学习专业知识的参与者进行了个人深入访谈。使用内容分析对数据进行分析。从研究结果中,出现了四个主题:1)培养教师支持,2)认识学生的优势,3)增强情景的特异性,以及4)促进认知发展。护理讲师可以将研究结果应用于创建基于模拟的活动,以发展他们的临床判断,从而支持护理学生的认知过程。这些行动将有助于确保患者的安全和护理质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing Simulation Scenarios to Enhance Nursing Students’ Clinical Judgment: A Qualitative Study
Clinical judgment is the cognitive process that emerges from critical thinking or clinical reasoning that affects patient safety. For example, not noticing clients’ deterioration signs while making a clinical judgment may cause inaction errors. Therefore, nursing students must have sound clinical judgment before entering professional nursing practice. Simulation-based learning has become a vital pedagogy used widely to develop students’ clinical judgment. However, to date, simulation-based learning in Thailand has focused on theoretical content and clinical practices rather than the development of cognitive ability. Nursing instructors are vital in developing the thinking process of nursing students. Therefore, a deep understanding of nursing instructors’ perspectives on the essential components of designing a simulation scenario for enhancing clinical judgment among nursing students remains important. This qualitative descriptive study aimed to explore the critical components in the design characteristics of nursing simulation scenarios for improving nursing students’ clinical judgment based on the perception of nursing instructors. Participants were 23 nursing instructors purposively selected from a nursing college in Thailand. Data were collected during March 2021 in focus group discussions with all participants, then five participants with simulation-based learning expertise undertook individual in-depth interviews. Data were analyzed using content analysis. From the findings, four themes emerged: 1) fostering instructor support, 2) recognizing students’ strengths, 3) enhancing specificity in scenarios, and 4) promoting cognitive development. Nursing instructors can apply the findings in creating simulation-based activities to develop their clinical judgment to support nursing students’ cognitive processes. Such actions will help to ensure patient safety and quality of care.
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来源期刊
CiteScore
1.40
自引率
14.30%
发文量
3
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