Zlamal Jaroslav, Gjevjon Edith Roth, Fossum Mariann, Steindal Simen Alexander, Nes Andréa Aparecida Gonçalves
Lovisenberg Diaconal University College, Oslo, Norway.
Department of Health and Nursing Sciences, University of Agder, Kristiansand, Norway.
JMIR Res Protoc. 2021 Oct 13;10(10):e31646. doi: 10.2196/31646.
Critical thinking is an essential set of skills in nursing education, and nursing education therefore needs a sharper focus on effective ways to support the development of these skills, especially through the implementation of technological tools in nursing education.
The aim of this study protocol is to assess the feasibility of a technology-supported guidance model grounded in the metacognition theory for nursing students in clinical practice.
Both quantitative (research questionnaires) and qualitative (focus group interviews) approaches will be used to collect data for a feasibility study with an exploratory, flexible mixed methods design to test a newly developed intervention in clinical practice.
The intervention development was completed in December 2020. The intervention will be tested in 3 independent nursing homes in Norway.
By determining the feasibility of a technology-supported guidance model for nursing students in clinical practice, the results will provide information on the acceptability of the intervention and the suitability of the outcome measures and data collection strategy. They will also identify the causes of dropout and obstacles to retention and adherence.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/31646.
批判性思维是护理教育中必不可少的一组技能，因此护理教育需要更明确地关注支持这些技能发展的有效方法，特别是通过在护理教育中实施技术工具。
本研究方案的目的是评估一种基于元认知理论的技术支持指导模式对临床实习护理学生的可行性。
将采用定量（研究问卷）和定性（焦点小组访谈）方法收集数据，进行一项可行性研究，采用探索性、灵活的混合方法设计，以测试临床实习中一种新开发的干预措施。
干预措施于2020年12月完成开发。该干预措施将在挪威的3家独立养老院进行测试。
通过确定技术支持指导模式对临床实习护理学生的可行性，研究结果将提供有关干预措施可接受性、结果测量和数据收集策略适用性的信息。它们还将确定辍学原因以及留存和坚持的障碍。
国际注册报告识别号（IRRID）：DERR1-10.2196/31646
