Xiangya School of Nursing, Central South University, Changsha, China.
The Third Xiangya Hospital, Central South University, Changsha, China.
Nurse Educ Pract. 2024 Oct;80:104117. doi: 10.1016/j.nepr.2024.104117. Epub 2024 Sep 2.
To develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.
Academic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.
A Delphi study.
The Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %).
The final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes.
The course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.
从学术实践伙伴关系的角度为本科护理学生制定循证护理实践课程框架。
学术实践伙伴关系可以在循证护理教育的理论实践差距中发挥关键作用。然而，从学术实践伙伴关系的角度来看，缺乏针对本科护理学生的循证护理实践课程框架。
德尔菲研究。
通过文献分析、定性访谈和德尔菲专家咨询，开展了这项研究来制定课程框架。德尔菲专家咨询的两轮分别有 15 名和 12 名专家参与。两轮德尔菲专家咨询的共识阈值通过专家积极系数（≥50%）、积极系数（≥70%）、专家权威系数（≥0.7）、变异系数（<0.25）和满分频率（>20%）来描述。
最终的课程框架包括学习目标（17 项）；理论课的教学章节（5 项）；理论课的教学内容（30 项）、方法（12 项）和课时（9 项）；实践课中学术教师（11 项）和临床教师（11 项）的职责。
本研究制定的课程框架可为本科护理学生的循证护理教育提供指导。未来还需要通过进一步的实验研究来验证该课程框架的有效性。
