Georg Carina, Karlgren Klas, Ulfvarson Johanna, Jirwe Maria, Welin Elisabet
J Nurs Educ. 2018 Jul 1;57(7):408-415. doi: 10.3928/01484834-20180618-05.
Training with virtual patients has been proposed as a suitable learning activity to improve clinical reasoning skills for nursing students. However, published instruments with the capacity to assess students' reasoning process in the encounter with virtual patients are lacking.
Deductive and abductive analyses were used to adapt the Lasater Clinical Judgment Rubric (LCJR) to assess nursing students' clinical reasoning skills in the encounter with virtual patients. The new rubric's ability to capture nursing students' clinical reasoning processes was tested using deductive analysis and statistical analysis.
A grading rubric for virtual patients, the vpLCJR, was developed. Cronbach's alpha showed .892, indicating good internal consistency.
The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients. [J Nurs Educ. 2018;57(7):408-415.].
使用虚拟患者进行培训已被提议作为一种合适的学习活动，以提高护生的临床推理能力。然而，目前缺乏能够评估学生在与虚拟患者互动过程中推理过程的已发表工具。
采用演绎分析和归纳分析对拉萨特临床判断量表（LCJR）进行改编，以评估护生在与虚拟患者互动中的临床推理能力。使用演绎分析和统计分析对新量表捕捉护生临床推理过程的能力进行了测试。
开发了虚拟患者分级量表vpLCJR。克朗巴哈系数为0.892，表明内部一致性良好。
量表vpLCJR解构了学生和教师临床推理的各个方面，可用于明确期望、评估学生的临床推理过程，并在护生接触虚拟患者时为学习提供反馈。[《护理教育杂志》。2018；57(7):408 - 415。]
