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

本研究的目的是找出本科生与有经验的注册护士(RN)在护理实践能力要求方面的差距，开发促进循证护理实践和情商的教育模式，并检验一种可在注册前后使用的护理实践能力评估工具。结果表明，RN预期的高水平技能与学生在临床技能方面的丰富经验有显著一致的趋势。研究结果还表明了建立从本科教育到RN的职业技能测试体系和评估工具的重要性。在全国范围内对…进行了类似的调查更多关于有经验的RN，护理学校的教育工作者和本科生作为研究的下一步。结果显示，约30%的学生没有被教育工作者视为必要的特定护理技能的经验。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项目似乎需要一个多学科的方法来处理他们的临床能力。此外，学生的视频记录在临床和学校实践环境中进行。对这些录音进行了分析，以检验使用视听材料作为教育干预和评估工具的有效性。学生认为，录像干预是一种有效的教育方法，可以鼓励自我反省和对自己能力的反馈，并有助于提高患者的安全和舒适意识，以及发展情感能力。较少

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