Kardong-Edgren Suzan, Oermann Marilyn H, Rizzolo Mary Anne
J Contin Educ Nurs. 2019 Jun 1;50(6):257-262. doi: 10.3928/00220124-20190516-05.
Recognition is increasing that many psychomotor skills essential for safe nursing practice are not being retained. New theories and methods are emerging that, when applied in an organized pedagogical model, could influence initial learning and the retention of critical psychomotor skills.
This article explains and applies emerging educational theories and concepts relevant to skills teaching in nursing.
Theories and concepts on cognitive load, deliberate practice, mastery learning, overlearning, spaced learning, and skill decay are integrated to provide a framework for teaching skills in nursing. An example is included of using this framework for skills instruction and practice.
This framework may improve the nurse educator's ability to prepare learners to perform skills safely in both the skills laboratory and patient care settings and to retain skills. [J Contin Educ Nurs. 2019;50(6):257-262.].
人们越来越认识到，安全护理实践所必需的许多心理运动技能并未得到保留。新的理论和方法不断涌现，当应用于有组织的教学模式时，可能会影响初始学习以及关键心理运动技能的保留。
本文解释并应用与护理技能教学相关的新兴教育理论和概念。
整合了关于认知负荷、刻意练习、掌握学习、过度学习、间隔学习和技能衰退的理论和概念，以提供护理技能教学的框架。包含了一个使用该框架进行技能指导和实践的示例。
该框架可能会提高护士教育工作者培养学习者在技能实验室和患者护理环境中安全执行技能并保留技能的能力。[《护理学继续教育杂志》。2019年；50(6)：257 - 262。]
