Bland Ann R, Rossen Eileen K, Bartlett Robin, Kautz Donald D, Carnevale Teresa, Benfield Susan
School of Nursing, Barton College, Wilson, North Carolina, USA.
Nurs Educ Perspect. 2009 Jan-Feb;30(1):14-21.
Teaching undergraduate nursing students to think critically and reason clinically is a challenge for nurse educators, yet these skills are essential for the professional nurse. The Outcome-Present State-Test (OPT) Model of Reflective Clinical Reasoning (Pesut & Herman, 1999) provides a framework for teaching clinical reasoning skills to nursing students. This article describes how the model can be used in clinical teaching of undergraduate students in psychiatric and mental health settings and presents some findings from an evaluation of the model. Strategies employed in the model implementation are described, along with the benefits and limitations of this teaching method in a psychiatric clinical setting.
对于护理教育工作者而言，教导本科护理学生进行批判性思考和临床推理是一项挑战，然而这些技能对于专业护士来说至关重要。反思性临床推理的结果-现状-测试（OPT）模型（佩苏特和赫尔曼，1999年）为向护理学生教授临床推理技能提供了一个框架。本文描述了该模型如何用于精神科和心理健康环境下本科学生的临床教学，并呈现了对该模型评估的一些结果。文中描述了模型实施过程中采用的策略，以及这种教学方法在精神科临床环境中的益处和局限性。
