Elms Stephanie A, Chumley Heidi
University of Texas Health Science Center, San Antonio, Texas, USA.
Med Teach. 2006 Jun;28(4):341-4. doi: 10.1080/01421590600605215.
Medical education often uses a 'see one, do one, teach one' approach to teaching basic skills, whereas nursing education uses a more intense, competency based approach. Many nursing faculty become experts in teaching skills; however, there is little literature evaluating medical student skills training led by nursing faculty. The purpose of this paper is to describe and report initial evaluation data on an innovative teaching strategy using nursing faculty to teach specific skills to medical students. Nursing faculty designed a hands-on four hour clinical skills training laboratory for medical students. All (176) medical students completed and evaluated this skills laboratory and their own preparation for these skills. Medical students felt the laboratory was outstanding or good (94%), the content was at an appropriate level (94%) and the relevance was high or medium (96%). Medical students felt more prepared to perform the skills after completing the skills laboratory than before, and when compared to previous medical students without the skills laboratory. Many medical students commented positively about the nursing faculty. Nursing faculty teaching specific skills to medical students is acceptable and effective and provides medical students with positive exposure to nurses as experts.
医学教育通常采用“看一个，做一个，教一个”的方法来教授基本技能，而护理教育则采用更强化的、基于能力的方法。许多护理教员成为了技能教学方面的专家；然而，很少有文献评估由护理教员主导的医学生技能培训。本文的目的是描述并报告一项创新教学策略的初步评估数据，该策略利用护理教员向医学生教授特定技能。护理教员为医学生设计了一个为期四小时的实践临床技能培训实验室。所有（176名）医学生完成并评估了这个技能实验室以及他们自己对这些技能的准备情况。医学生认为该实验室非常出色或良好（94%），内容水平合适（94%），相关性高或中等（96%）。与完成技能实验室之前相比，以及与之前没有参加技能实验室的医学生相比，医学生在完成技能实验室后感觉自己更有准备去执行这些技能。许多医学生对护理教员给予了积极评价。护理教员向医学生教授特定技能是可接受且有效的，并且能让医学生积极接触到作为专家的护士。
