虚拟健康评估实验室课程教学与护理学生临床判断：混合方法探索性研究。
Virtual Health Assessment Laboratory Course Delivery and Nursing Student Clinical Judgment: A Mixed-Methods Exploratory Study.
机构信息
Assistant Professor (Dr Vihos), Department of Professional Nursing and Allied Health, Assistant Professor (Ms Chute), Department of Nursing Foundations, and Assistant Professor (Ms Carlson) and Nurse Educator (Ms Currie), Department of Nursing Practice, Faculty of Nursing, MacEwan University, Edmonton, Alberta, Canada; and Professor (Dr Buro) and Research Assistant (Ms Velupillai), Department of Mathematics and Statistics, Faculty of Arts and Science, MacEwan University, Edmonton, Alberta, Canada.
出版信息
Nurse Educ. 2022;47(3):E51-E56. doi: 10.1097/NNE.0000000000001173. Epub 2022 Feb 9.
BACKGROUND
It is essential to explore virtual learning experiences to identify their impact on nursing students' learning.
PURPOSE
The purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment.
METHODS
Using a mixed-methods explanatory sequential design, the investigators appraised the final laboratory examinations of both in-person and virtual delivery cohorts using the Lasater Clinical Judgment Rubric (LCJR) and then interviewed faculty members.
RESULTS
The LCJR total mean scores (mean = 10.64) and mean scores for Effective Noticing (mean = 3.48) were higher for the virtual delivery students. The faculty reported that virtual delivery advances students' critical appraisal skills related to subjective assessment but advocated for in-person delivery to develop physical examination techniques.
CONCLUSION
Although the mean clinical judgment scores were higher for the students whose course delivery was virtual, in-person experiences are necessary to develop psychomotor techniques to prepare students for clinical practice.
背景
探索虚拟学习体验对于了解其对护理学生学习的影响至关重要。
目的
本研究旨在调查健康评估实验室课程的虚拟教学与护理学生临床判断之间的关系。
方法
采用混合方法解释性顺序设计，研究人员使用 Lasater 临床判断量表（LCJR）评估了亲自授课和虚拟授课两组学生的期末实验室考试成绩，然后对教师进行了访谈。
结果
LCJR 总分（均值=10.64）和有效注意（均值=3.48）的均值得分更高。教师们报告称，虚拟教学可以提高学生对主观评估的批判性评价技能，但提倡亲自授课以发展体格检查技术。
结论
尽管虚拟教学学生的临床判断得分均值较高，但亲自体验对于发展运动技能以准备学生进行临床实践是必要的。
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