Farren Arlene T
College of Staten Island, City University of New York, Staten Island, New York, USA.
Int J Nurs Terminol Classif. 2010 Jan-Mar;21(1):3-13. doi: 10.1111/j.1744-618X.2009.01139.x.
PURPOSE. The aim of this paper is to describe an educational strategy for teaching standardized nursing languages (SNL) used in both the classroom and clinical components of a psychiatric-mental health nursing course at the associate degree level. DATA SOURCES. Data included a review of the relevant literature, teaching experiences, and faculty and student experiences. DATA SYNTHESIS. Enhancing associate degree student nurses' competency regarding diagnosis and interventions is essential to influence positive health outcomes. Use of diagnostic, outcome, and intervention classifications for learning nursing care promotes critical thinking, individualization of nursing care, and students' fluency with SNL. One possible teaching strategy to assist students to learn and use SNL was implemented through the use of a faculty-developed Student Nurse Documentation Packet. CONCLUSIONS. The educational strategy provided students opportunities to enhance their experience with the SNL to plan and document care of individuals experiencing psychiatric-mental health problems. IMPLICATIONS FOR NURSING. The educational strategy used in this program was judged to be successful. Research is needed to provide empirical evidence of the efficacy of this pedagogical strategy for increasing knowledge and enhancing students' competency.
目的。本文旨在描述一种教育策略，用于教授在副学士学位水平的精神心理护理课程的课堂和临床部分中使用的标准化护理语言（SNL）。
数据来源。数据包括对相关文献的回顾、教学经验以及教师和学生的经验。
数据综合。提高副学士学位护理专业学生在诊断和干预方面的能力对于影响积极的健康结果至关重要。使用诊断、结果和干预分类来学习护理可促进批判性思维、护理的个性化以及学生对SNL的熟练掌握。通过使用教师开发的《学生护士文件包》实施了一种可能有助于学生学习和使用SNL的教学策略。
结论。该教育策略为学生提供了机会，以增强他们使用SNL的经验，从而为患有精神心理问题的个体规划和记录护理。
对护理的启示。该项目中使用的教育策略被认为是成功的。需要进行研究以提供实证证据，证明这种教学策略在增加知识和提高学生能力方面的有效性。
