Nguyen-Truong Connie Kim Yen, Davis Andra, Spencer Cassius, Rasmor Melody, Dekker Lida
J Nurs Educ. 2018 Feb 1;57(2):115-120. doi: 10.3928/01484834-20180123-10.
Health care environments are fraught with fast-paced critical demands and ethical dilemmas requiring decisive nursing actions. Nurse educators must prepare nursing students to practice skills, behaviors, and attitudes needed to meet the challenges of health care demands. Evidence-based, innovative, multimodal techniques with novice and seasoned nurses were incorporated into a baccalaureate (BSN) completion program (RN to-BSN) to deepen learning, complex skill building, reflective practice, teamwork, and compassion toward the experiences of others.
Principles of popular education for engaged teaching-learning were applied. Nursing students experience equitable access to content through co-constructing knowledge with four creative techniques.
Four creative techniques include poem reading aloud to facilitate connectedness; mindfulness to cultivate self-awareness; string figure activities to demonstrate indigenous knowledge and teamwork; and cartooning difficult subject matter.
Nursing school curricula can promote a milieu for developing organizational skills to manage simultaneous priorities, practice reflectively, and develop empathy and the authenticity that effective nursing requires. [J Nurs Educ. 2018;57(2):115-120.].
医疗保健环境充满了快节奏的关键需求和伦理困境，需要护士采取果断行动。护士教育工作者必须培养护理专业学生的技能、行为和态度，以应对医疗保健需求带来的挑战。针对新手和经验丰富的护士，将基于证据的创新多模式技术纳入了护理学学士（BSN）完成课程（注册护士到护理学学士），以深化学习、复杂技能培养、反思性实践、团队合作以及对他人经历的同情心。
应用了参与式教学的大众教育原则。护理专业学生通过与四种创新技术共同构建知识，平等获取学习内容。
四种创新技术包括大声朗读诗歌以促进联系；正念以培养自我意识；绳结活动以展示本土知识和团队合作；以及绘制关于困难主题的漫画。
护理学校课程可以营造一种环境，培养组织技能以管理多项优先事项、进行反思性实践，并培养有效护理所需的同理心和真实性。[《护理教育杂志》。2018年；57(2):115 - 120。]
