Clinical relevance of anatomy and physiology: a senior/freshman mentoring experience.
Clinical relevance of anatomy and physiology: a senior/freshman mentoring experience.
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DOI：
10.1097/00006223-200309000-00001
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发表时间：
2003-09-01
期刊：
影响因子：
2.6
通讯作者：
Wegner, Wendy M
中科院分区：
文献类型：
--
作者：
Fredricks, Kim T;Wegner, Wendy M
(A&P) 课程是学生在护理课程中取得成功不可或缺的一部分；不幸的是，许多新生没有意识到这一点的重要性。一些在高中上过 A&P 课程的学生最常学会记忆内容；他们没有将所学到的知识应用到实际情况中。其他学生在高中时从未接触过该学科。因此，人类 A&P 专业的新生护理学生往往缺乏将理论应用于实践所需的批判性思维技能。他们常常表示无法理解该主题将如何在护理中为他们服务，并且更关注技术技能或“真正的护理”内容。相反，高年级学生经常说他们希望自己在新生的 A&P 上能多加关注。通过临床实践，他们很快了解到 A&P 的重要性。为了帮助新生护理学生了解 A&P 的临床相关性，作者设计了一个项目，为新生分配高级护理学生导师。最初，缺乏临床经验的 A&P 讲师只关心向护生教授 A&P 内容，而没有提供相关的临床实例。这种担忧导致 A&P 讲师在重症监护病房 (ICU) 临床期间跟踪重症监护护理讲师和高年级护生，以了解 A&P 内容的临床应用。临床实例非常丰富。例如，A&P 教练看到一名患有慢性莱内克肝硬化的患者患有严重腹水，影响了他的呼吸状态。在护理指导员的指导下，她对患者充满液体的腹部进行检查、听诊、触诊，然后通过超声波穿刺观察到九升液体被排出。她在教授体液平衡和肝功能时仍然使用这个案例研究。 A&P 讲师与她的讲座内容相关的其他经历包括昏迷患者（颅内压升高）、在插管患者身上插入喂食管（气管和食道解剖）、感染性休克患者表现出的体征和症状，以及未受控制的糖尿病患者的高血糖。根据这些影子经验以及与高年级护生的互动，A&P 讲师根据高年级护生与实际患者的经历为新生开发了案例研究。
(A&P) courses are integral to a student’s success in a nursing program; unfortunately, many freshman students fail to realize the importance. Some students who had an A&P class in high school most often learned to memorize content; they did not apply what they learned to a practical situation. Other students were never introduced to the subject in high school. Therefore, freshman nursing students enrolled in human A&P often lack the critical thinking skills necessary to apply theory to practice. Often they state being unable to understand how the subject will serve them in nursing and are more focused on the technical skills, or “real nursing” content. Seniors, conversely, often say they wish they had paid more attention in freshman A&P. With clinical practice, they quickly learn the importance of A&P. To help freshman nursing students understand the clinical relevance of A&P, the authors designed a project assigning senior nursing student mentors to freshmen. Initially, the A&P instructor, who lacked clinical experience, was concerned with teaching A&P content to nursing students without providing relevant clinical examples. This concern led to the A&P instructor shadowing the critical care nursing instructor and senior nursing students during clinical time in the intensive care unit (ICU) to see clinical application of A&P content to practice.Clinical examples were abundant. For example, the A&P instructor saw a patient with chronic Laennec’s cirrhosis suffering from severe ascites that was interfering with his respiratory status. Under the nursing instructor’s guidance, she inspected, auscultated, and palpated the patient’s fluid-filled abdomen and then observed as nine liters of fluid were removed through paracentesis with ultrasound. She still uses this case study when teaching fluid balance and liver function. Other experiences the A&P instructor correlates with her lecture content include a comatose patient (increased intracranial pressure), insertion of a feeding tube on an intubated patient (anatomy of trachea and esophagus), signs and symptoms exhibited by a patient experiencing septic shock, and hyperglycemia in a patient with uncontrolled diabetes. From these shadow experiences and interactions with senior nursing students, the A&P instructor developed case studies for the freshmen students based on senior nursing students’ experiences with actual patients.