Bailey Cara, Hewison Alistair, Orr Shelly, Baernholdt Marianne
J Nurs Educ. 2017 Nov 1;56(11):688-691. doi: 10.3928/01484834-20171020-10.
Teaching nursing students how to provide patient-centered end-of-life care is important and challenging. As traditional face-to-face classroom teaching is increasingly supplanted by digital technology, this provides opportunities for developing new forms of end-of-life care education. The aim of this article is to examine how a global classroom was developed using online technology to enhance nursing students' learning of end-of-life care in England and the United States.
The PDSA (Plan-Do-Study-Act) quality improvement approach was used to guide the design and delivery of this curriculum innovation.
The global classroom enhanced the educational experience for students. Teaching needs to be inclusive, focused, and engaging; the virtual platform must be stable and support individual learning, and learning needs to be collaborative and authentic.
These findings can be used to inform the integration of similar approaches to end-of-life care education in other health care professional preparation programs. [J Nurs Educ. 2017;56(11):688-691.].
教导护理专业学生如何提供以患者为中心的临终关怀既重要又具有挑战性。随着传统面对面课堂教学日益被数字技术所取代，这为开发新型临终关怀教育形式提供了机遇。本文旨在探讨如何利用在线技术开发一个全球课堂，以加强英国和美国护理专业学生对临终关怀的学习。
采用PDSA（计划-实施-研究-行动）质量改进方法来指导这一课程创新的设计与实施。
全球课堂提升了学生的教育体验。教学需要具有包容性、针对性且引人入胜；虚拟平台必须稳定并支持个性化学习，学习需要具有协作性和真实性。
这些研究结果可用于为其他医疗保健专业培养项目中类似的临终关怀教育方法的整合提供参考。[《护理教育杂志》。2017年；56(11):688 - 691。]
