Murray Teri A
Associate Professor & Dean, Saint Louis University, MO.
J Prof Nurs. 2016 Sep-Oct;32(5S):S24-S29. doi: 10.1016/j.profnurs.2016.02.001. Epub 2016 Feb 4.
The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs.
本文旨在简要介绍护理新职业（NCIN）项目；强调旨在帮助学生取得学业成功的NCIN入学前沉浸式项目的特点；介绍两个采用主动学习策略以促进学生参与度的NCIN创新教学项目；并对护理教育中用于促进学业成功的教学方法进行综合综述。综合综述表明，互动式教学方法促进了学生的参与度，并提高了学生的知识获取、能力、信心和满意度。除了护理教育研究与评估之间的模糊性之外，还注意到本综述中纳入的研究在方法严谨性上存在显著差异。该综述证实了在护理教育中需要进行更严谨的研究，以改善所有护理专业学生的学习体验及后续学业成就，包括那些来自代表性不足或弱势背景、参加执照前护理教育项目的学生。
