护理教育许可前的传统临床结局：一项空洞的系统评价。
Traditional Clinical Outcomes in Prelicensure Nursing Education: An Empty Systematic Review.
出版信息
J Nurs Educ. 2021 Mar 1;60(3):136-142. doi: 10.3928/01484834-20210222-03.
BACKGROUND
Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students.
METHOD
A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria.
RESULTS
No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes.
CONCLUSION
No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments. This review raises serious concerns about how nurse educators assess learning in traditional clinical environments. [J Nurs Educ. 2021;60(3):136-142.].
背景
50 多年来，文献中一直质疑本科护理教育中传统学徒模式的有效性。本系统评价旨在研究可用的最佳证据，以便为是否在护理学生获得执照前使用传统临床经验做出决策提供依据。
方法
本系统评价遵循 Joanna Briggs 研究所和系统评价与荟萃分析首选报告项目的指南进行。检索了 9 个电子数据库。对符合纳入标准的 118 篇文章进行了全文审查。
结果
没有研究报告与临床教育模式相关的学习成果，导致该评价为空。研究通常是对感知和信心的自我报告，缺乏定量结果。
结论
没有足够的证据支持传统的临床模式。护理实践的范围和患者的复杂性需要更高阶的思维技能、能够区分优先级和在跨学科护理环境中的领导能力。本评价对护理教育者如何在传统临床环境中评估学习提出了严重关注。[J Nurs Educ. 2021;60(3):136-142.]。
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