Holland Agi, Smith Fiona, McCrossan Gill, Adamson Elizabeth, Watt Susan, Penny Kay
School of Nursing, Midwifery and Social Care, Edinburgh Napier University, Sighthill Campus, Sighthill Court, Edinburgh, EH11 4BN, United Kingdom.
Nurse Educ Today. 2013 Jun;33(6):663-70. doi: 10.1016/j.nedt.2012.01.006. Epub 2012 Feb 16.
Improvements in the safety of the prescribing, dispensing and administration of medicines are identified as a priority across international healthcare systems. It is therefore essential that higher education institutions play their part in helping to meet this patient safety objective. New developments in clinical skills education which are aligned to emerging educational theory are available, but evaluations and supportive evidence are limited.
To evaluate the use of an online best practice exemplar as an adjunct to the clinical skills teaching of oral medication administration to undergraduate student nurses.
Mixed-methods prospective cohort design.
Two intakes of undergraduate nursing students (n=168, n=154) undertaking a first year clinical skills based module at a British university.
The Control group received standard teaching using lectures and skills classes facilitated by experienced clinical skills lecturers. The Intervention group received the standard teaching and unlimited access to an online video clip of medication administration. Performance and satisfaction were measured using module assessment results and a satisfaction questionnaire. Qualitative data were gathered using focus groups (n=16, n=20).
The Intervention group was significantly (p=0.021) more likely to pass the assessment and rate their satisfaction with the teaching significantly higher (p<0.05) on more than half of the items from the Student Satisfaction Survey. Two Categories were identified from focus group data; Classroom Learning and Transfer to Practice. Classroom Learning included four themes of Peers, Self, Teaching and Time and when Classroom Learning was positive, the Transfer to Practice of the clinical skill was enhanced.
An online video of a best practice exemplar as an adjunct to taught clinical skills sessions improves student assessment results and satisfaction ratings. The video was also reported to positively influence all themes identified in Classroom Learning and was perceived to promote the Transfer to Practice of teaching input.
提高药品处方、调配和给药的安全性是国际医疗系统的首要任务。因此，高等教育机构必须发挥作用，助力实现这一患者安全目标。临床技能教育的新发展与新兴教育理论相契合，但相关评估和支持性证据有限。
评估使用在线最佳实践范例作为本科护生口服给药临床技能教学辅助手段的效果。
混合方法前瞻性队列设计。
英国一所大学的两批本科护理学生（分别为n = 168人和n = 154人），他们正在修读基于临床技能的一年级课程模块。
对照组接受由经验丰富的临床技能讲师通过讲座和技能课程进行的标准教学。干预组接受标准教学，并可无限制访问一段口服给药的在线视频。通过模块评估结果和满意度问卷来衡量表现和满意度。使用焦点小组（分别为n = 16人和n = 20人）收集定性数据。
干预组通过评估的可能性显著更高（p = 0.021），并且在学生满意度调查中超过半数项目上，他们对教学的满意度评分显著更高（p < 0.05）。从焦点小组数据中确定了两个类别：课堂学习和向实践的转化。课堂学习包括同伴、自我、教学和时间四个主题，当课堂学习积极时，临床技能向实践的转化会得到增强。
作为讲授临床技能课程的辅助手段，最佳实践范例的在线视频可提高学生评估结果和满意度评分。该视频还被报告对课堂学习中确定的所有主题都有积极影响，并被认为促进了教学内容向实践的转化。
