Ross Jennifer Gunberg, Bruderle Elizabeth, Meakim Colleen
J Nurs Educ. 2015 Mar;54(3 Suppl):S52-4. doi: 10.3928/01484834-20150218-20. Epub 2015 Feb 19.
Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention.
一个四年制护理学学士学位项目的教师们担心，学生们未能掌握在大一和大二课程中学到的生命体征、呼吸音和心音等患者护理技能，因此无法将这些高频技能应用到临床环境中。由于护理是一门实践专业，新毕业的学生必须做好准备，以展示旨在改善实践的特定能力。为了解决教师们的担忧，支持更积极的学习成果，并开展循证护理教育，教师们开发并实施了一项作业，将刻意练习和同伴辅导纳入大二的护理实践基础课程中。本文的目的是描述一项旨在提高技能掌握和保持能力的刻意练习和同伴辅导作业的基本原理、开发与实施过程以及反馈情况。
