College of Nursing and Health Science, University of Wisconsin-Eau Claire, Eau Claire, WI 54702-4004, USA.
J Prof Nurs. 2010 Jan;26(1):14-22. doi: 10.1016/j.profnurs.2009.03.003.
This article presents evidence collected over the past 15 years that attests to the success of curricular innovations conducted to foster socially meaningful contact between nursing students and practicing nurses as a means to promote evidence-based practice (EBP). Action research data collected as these pedagogical strategies have evolved suggest that such student-staff partnerships offer promise not only to encourage commitment to EBP among nursing students but also to surmount most of the barriers that prevent the widespread diffusion of EBP among practicing nurses in clinical settings. Based upon our successful experiences with student-staff interactions, we propose a curricular model-the Student-Enabled Practice Change model-that suffuses the undergraduate nursing school curriculum with opportunities for nursing students to form meaningful partnerships with practicing nurses. The Student-Enabled Practice Change Curricular Model relocates the power to drive practice change to the grassroots level of students and practicing nurses.
本文介绍了过去 15 年来收集的证据，证明了课程创新的成功，这些创新旨在促进护理学生与执业护士之间有意义的社会接触，以此促进循证实践（EBP）。随着这些教学策略的发展，收集的行动研究数据表明，这种学生-员工伙伴关系不仅有望鼓励护理学生对 EBP 的承诺，而且还可以克服大多数阻碍 EBP 在临床环境中广泛传播的障碍。基于我们在学生-员工互动方面的成功经验，我们提出了一个课程模式——学生赋能实践变革模式，该模式将护理学生与执业护士建立有意义的伙伴关系的机会融入本科护理学校课程中。学生赋能实践变革课程模式将推动实践变革的权力下放给学生和执业护士的基层。
