Preparing nursing students for the future: An innovative approach to clinical education
Preparing nursing students for the future: An innovative approach to clinical education
复制标题
DOI：
10.1016/j.nepr.2013.03.015
复制
发表时间：
2013-07-01
影响因子：
3.2
通讯作者：
Mathews, Launa Rae
中科院分区：
文献类型：
--
作者：
Nielsen, Ann E.;Noone, Joanne;Mathews, Launa Rae
俄勒冈州护理教育联盟本科课程的护理教师开发和实施了一种临床教育模式，以提高临床学习，为世纪的护士实践做准备。这种临床教育模式，通过合作开发的护理实践和教育代表在整个国家，远离“随机访问的机会”模式的临床教育依赖于“全面的病人护理”经验的基础上，适合学生水平的课程能力的临床学习活动的故意设计。提出了该模式的五个要素：以个案为基础，以概念为基础，以干预技能为基础，重点直接客户服务和综合经验。不同的元素在早期，中期和晚期临床经验中占主导地位，以最好地支持学生的发展水平。对教师，学生和临床工作人员的期望也被开发，以提高临床学习的最佳实践。临床合作伙伴的临床学习和学生问责制的变化准备是最佳学习的必要条件。本文提供了一个概述的模型与临床应用实例，每个元素，特别强调基于病例，基于概念和综合临床经验。(C)2013爱思唯尔有限公司版权所有。
A clinical education model was developed and implemented by nursing faculty in the Oregon Consortium for Nursing Education undergraduate curriculum to improve clinical learning for preparation of nurses to practice in the 21st century. This clinical education model, developed though collaborative work by nursing practice and education representatives throughout the state, moves away from a "random access opportunity" model of clinical education reliant on "total patient care" experiences to an intentional design of clinical learning activities based on course competencies appropriate to student level. Five elements of the model were proposed: case-based, concept-based, intervention skill-based, focused direct client care and integrative experiences. Different elements are dominant in early, middle and late clinical experiences to best support the developmental level of the student. Expectations for faculty, students and clinical staff were also developed to enhance best practices in clinical learning. Preparation of clinical partners for a change in clinical learning and student accountability are essential for optimal learning. This paper provides an overview of the model with clinical application examples for each element with a particular emphasis on case-based, concept-based and integrative clinical experiences. (C) 2013 Elsevier Ltd. All rights reserved.