Ailey Sarah, Lamb Karen, Friese Tanya, Christopher Beth-Anne
Rush University Medical Center, Chicago, Illinois.
Nurs Manag (Harrow). 2015 Feb;21(9):23-8. doi: 10.7748/nm.21.9.23.e1304.
One of the goals of nursing education is to develop caring and responsible nurses with clinical reasoning skills who are capable of improving outcomes in complex healthcare systems. Using the Model of Situated Learning in Nursing Leadership, generalist entry graduate nursing students at Rush University in Chicago, part of a large academic medical centre with Magnet recognition for excellence in nursing practice, are educated using a curriculum based on the clinical nurse leader (CNL) competencies. This article presents a case study that demonstrates how the model is used to provide experiences for learning the CNL role. The students learn leadership in practice through their involvement in ongoing efforts at the medical centre to improve the care of patients with intellectual and developmental disabilities. The case study provides lessons in teaching CNL leadership competencies through efforts to improve the quality of care for an at-risk group of patients.
护理教育的目标之一是培养有爱心、有责任感且具备临床推理能力的护士，这些护士能够在复杂的医疗保健系统中改善护理结果。芝加哥拉什大学的通科入门级护理学研究生，作为一所大型学术医疗中心的一部分，该中心因在护理实践方面的卓越表现而获得磁铁认证，他们使用基于临床护士领导者（CNL）能力的课程进行教育。本文呈现了一个案例研究，展示了该模型如何用于提供学习CNL角色的经验。学生们通过参与医疗中心为改善智力和发育障碍患者护理而持续开展的工作，在实践中学习领导力。该案例研究通过努力提高对高危患者群体的护理质量，提供了关于教授CNL领导能力的经验教训。
