Shahzeydi Amir, Abazari Parvaneh, Gorji-Varnosfaderani Fatemeh, Ashouri Elaheh, Abolhassani Shahla, Sabohi Fakhri
Pediatric Cardiovascular Research Center, Cardiovascular Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran.
Student of Research Committee, School of Nursing and Midwifery, University of Medical Sciences, Isfahan, Iran.
BMC Nurs. 2024 Sep 5;23(1):621. doi: 10.1186/s12912-024-02233-z.
Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.
The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.
A qualitative descriptive study.
9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.
This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.
After analyzing the data, a theme titled "Breaking Taboos in the Nursing Process" was identified. This theme consists of four categories: "Strengthening the Cognitive Infrastructure for Accepting the Nursing Process," "Enhancing the Applicability of the Nursing Process," "Assisting in Positive Professional Identity," and "Facilitating a Self-Directed Learning Platform." Additionally, thirteen subcategories were obtained.
The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.
尽管护理程序有诸多优点，但护理专业学生在运用该模式时常常遇到困难。因此，研究提出了创新教学方法来解决这一问题。基于真实临床案例的教学被认为是一种协作学习方法，可增强学生的主动学习，以培养批判性思维和解决问题的能力。在这种方法中，学生可以通过获取真实信息来获得足够的患者护理知识。
本研究旨在调查护理专业学生和教师对基于真实案例研究开展护理程序教育工作坊的体验。
一项定性描述性研究。
来自伊斯法罕护理与助产学院参加工作坊的9名护理专业学生和7名教师。
这项定性描述性研究于2021年至2023年进行。通过半结构化的个人访谈和焦点小组访谈收集数据，并采用定性内容分析法进行数据分析。
在分析数据后，确定了一个名为“打破护理程序中的禁忌”的主题。该主题由四个类别组成：“加强接受护理程序的认知基础”、“提高护理程序的适用性”、“辅助形成积极的职业身份认同”和“促进自主学习平台”。此外，还得到了13个子类别。
本研究获得的数据表明，开展护理程序教育工作坊，在其中讨论、分析和批判真实临床案例，可提高批判性思维、学习动机，并增进对实施护理程序的必要性和重要性的理解。因此，建议教师采用这种创新且有效的教学方法来教授护理程序。
