Gore Teresa N, Johnson Tanya Looney, Wang Chih-hsuan
Int J Nurs Educ Scholarsh. 2015 Apr 30;12:/j/ijnes.2015.12.issue-1/ijnes-2014-0054/ijnes-2014-0054.xml. doi: 10.1515/ijnes-2014-0054.
Nurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching-learning dyad toward simulation.
护理教育工作者声称有责任确保他们的学生在毕业时做好承担领导责任的准备。尽管一线护士领导者和护士管理人员认为新毕业生没有充分准备好承担基本的领导角色，但诸如美国护士协会（ANA）和护理学院协会（AACN）等专业护理组织认为领导技能是新毕业护士的核心能力。本研究包括在本科护理领导力课程中对以领导力为重点的多患者模拟和传统领导力临床经验进行比较。这项研究的结果表明，两种环境都有助于学生学习。总体得分没有统计学差异。学生们认为在传统住院环境中与患者沟通存在统计学上的显著差异。然而，学生们认为在模拟教学二元组方面存在统计学上的显著差异。
