Development of the education method and the evaluation tool that combined EBN and EQ for nursing practice competency cultivating

摘要本研究旨在探讨本科护生与资深注册护士在护理实务能力方面的差距，探讨护理实务能力的教育模式，以促进护理实务与情商的实证实践，并探讨一套适用于注册前后的护理实务能力评估工具。研究的第一步是对有经验的注册护士、实习护士和护理本科生的护理实践技能进行调查。结果显示，这些技能被期望是注册护士的高水平成就，与学生丰富的临床技能经验显著一致。同时，研究结果也表明了建立从本科教育到注册护士的OJT体系和评估工具的重要性。在全国范围内也进行了类似的调查，下一步研究的对象是经验丰富的注册护士、护理学校的教育工作者和本科生。结果显示，大约30%的学生没有经验的具体护理技能，被教育者认为是必不可少的。此外，学生的临床经验在很大程度上依赖于教育机构。因此，针对新手的OJT项目似乎需要多学科的方法来处理他们的临床能力。此外，在临床和学校实践环境下对学生进行录像。对这些录音进行分析，以检验使用视听材料作为教育干预和评估工具的有效性。学生参加者认为，录像干预是一种有效的教育方法，可以鼓励他们自我反省和反馈自己的能力，同时也可以提高对病人的安全意识和舒适度，以及培养他们的情感能力。少

The aims of this study were to identify the gap with regards to the required nursing practical competency between undergraduate nursing students and experienced registered nurses (RNs), to develop educational models for facilitating evidence-based practice in nursing and emotional quotient, and to examine an evaluation tool for nursing practical competency which is capable of being used throughout the pre and post-registration periods.A survey of nursing practical skills from experienced RNs, novices and undergraduate nursing students was carried out as a first step in the study. The results showed a tendency for the skills, which were expected to be high levels of achievement by the RNs, to be significantly in agreement with an abundance of experience in clinical skills for the students. Also, the results indicated the importance of the establishment of an OJT system and evaluation tool which carries on from the undergraduate education into RN.A similar survey was conducted nationwide … More on experienced RNs, educators of nursing schools and undergraduate students as a next step of the study. The results revealed that approximately 30% of the students did not have experience specific nursing skills that were perceived as essential by the educators. Moreover, clinical experiences of the students were considerably dependent upon the educational institutions. Therefore, OJT programs for novices seem to require a multi-disciplinary approach in dealing with their clinical competency.In addition, video recording of the students was performed in both clinical and school practice settings. These recordings were analyzed to examine the effectiveness of using audio-visual materials as an educational intervention and evaluation tool. The student participants concluded that the video recording intervention was an efficient educational method to encourage self-reflection and feedback on their competency, as well as in increasing awareness of safety and comfort for the patient, and for developing emotional competency. Less