本科护理教师在教授临床判断时所经历的障碍与促进因素：一项定性研究
Barriers and Facilitators Experienced by Undergraduate Nursing Faculty Teaching Clinical Judgment: A Qualitative Study.
作者信息
Kerns Carolyn, Wedgeworth Monika
机构信息
The University of Alabama Capstone College of Nursing, Tuscaloosa, AL, USA.
出版信息
SAGE Open Nurs. 2024 Aug 18;10:23779608241274728. doi: 10.1177/23779608241274728. eCollection 2024 Jan-Dec.
BACKGROUND
Clinical judgment is declining in new graduate nurses, which affects patient safety and is therefore tested on the Next Generation NCLEX. There is limited research describing barriers and facilitators impacting nursing faculty's experiences teaching clinical judgment.
AIMS
The purpose of this study was to explore barriers and facilitators affecting undergraduate nursing faculty's clinical judgment teaching methods.
METHODS
Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities in the Northeast and Southeast regions of the United States.
RESULTS
The findings revealed program, student, and faculty factors affecting clinical judgment teaching methods. Subthemes included time, class size, students' class preparation, critical thinking, task orientation, professional development, and faculty resistance.
CONCLUSION
Minimizing barriers and strengthening facilitators based on participants' practices and previous research can support more effective clinical judgment pedagogy, which has the potential to achieve Next Generation NCLEX success and potentially increase patient safety.
背景
新毕业护士的临床判断力正在下降，这影响了患者安全，因此在新一代国家执业护士考试（Next Generation NCLEX）中会对此进行测试。关于影响护理教师临床判断力教学体验的障碍和促进因素的研究有限。
目的
本研究的目的是探讨影响本科护理教师临床判断力教学方法的障碍和促进因素。
方法
对美国东北部和东南部地区七所大学的全职护理教师进行了16次定性访谈。
结果
研究结果揭示了影响临床判断力教学方法的课程、学生和教师因素。子主题包括时间、班级规模、学生的课前准备、批判性思维、任务导向、专业发展和教师抵触情绪。
结论
根据参与者的实践和以往研究，最大限度地减少障碍并加强促进因素，可以支持更有效的临床判断力教学法，这有可能在新一代国家执业护士考试中取得成功，并有可能提高患者安全。
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