Meiers Janice, Russell Martha Joan
BSN, North Island College, Courtenay, Canada.
Int J Nurs Educ Scholarsh. 2019 Feb 7;16(1):ijnes-2018-0013. doi: 10.1515/ijnes-2018-0013.
Background Nursing students learn psychomotor skills in the nursing lab, removed from the context of real patient care. As a result, students experience challenges linking client conditions with pertinent assessments and the performance of skills in the clinical setting. To address this gap, we created an unfolding case study for the nursing lab that provides context and supports students to use assessment and theory to guide skill performance in practice. Method Faculty and student focus groups were conducted to elicit feedback on the use of an unfolding case in the nursing lab with novice nursing students as they transition to clinical practice. Results Impacts that emerged from the faculty and student focus groups included knowledge synthesis, transferability to practice, and increased clinical competence. Conclusions The unfolding case study successfully supported students' transition to acute care practice. Both faculty and student participants expressed a desire for use of this dynamic method in all nursing lab courses.
护理专业学生在护理实验室学习操作技能，脱离了实际患者护理的背景。因此，学生在将患者情况与相关评估以及在临床环境中技能的执行相联系时遇到挑战。为了弥补这一差距，我们为护理实验室创建了一个渐进性案例研究，该研究提供背景信息并支持学生运用评估和理论来指导实践中的技能操作。方法：开展了教师和学生焦点小组讨论，以收集关于在护理实验室中对新手护理学生使用渐进性案例研究的反馈，这些学生正过渡到临床实践。结果：教师和学生焦点小组讨论中出现的影响包括知识综合、向实践的可转移性以及临床能力的提高。结论：渐进性案例研究成功支持了学生向急性护理实践的过渡。教师和学生参与者都表示希望在所有护理实验室课程中使用这种动态方法。
