通过协作式试题生成培养临床推理与临床判断能力
Developing Clinical Reasoning and Clinical Judgment Competency Through Collaborative Exam Generation.
作者信息
Von Visger Tania T, Gill Amarjot S, Seo Young Sik, Mann Catherine M
机构信息
Author Affiliations: School of Nursing, The State University of New York at Buffalo, Buffalo, New York (Dr Von Visger, Mr Gill, and Dr Mann); and Department of Counseling, School, and Educational Psychology, The State University of New York at Buffalo School of Education, Buffalo, New York (Dr Seo).
出版信息
Nurse Educ. 2025;50(4):E213-E218. doi: 10.1097/NNE.0000000000001833. Epub 2025 Feb 25.
BACKGROUND
The American Association of Colleges of Nursing promotes competency-based education (CBE) to foster learning, producing competent graduates. Effective CBE necessitates innovative teaching strategies to optimize academic performance.
PURPOSE
The purpose of this study was to initiate early clinical reasoning and clinical judgment competency development while enhancing the academic performance and engagement of undergraduate nursing students through collaborative learning and digital engagement strategies.
METHODS
We conducted a retrospective academic records review of nursing students in the undergraduate program enrolled in fall 2023 and spring 2024 in an online statistic course.
RESULTS
Ninety-six student records were included in the review. Student engagement predicted academic success as measured by collaborative exam generation ( r = .50, p < .001), time spent in course content ( B = 5.22, SE = 1.55, t = 3.34, p = .001), and student discussion posts ( B = 7.22, SE = 1.42, t = 5.11, p < .001).
CONCLUSIONS
Active, collaborative learning approaches can be introduced in nursing prerequisite courses to develop competency in critical reasoning, clinical judgment, and respectful communication strategies to build interprofessional partnerships.
背景
美国护理学院协会推行基于能力的教育（CBE），以促进学习，培养合格的毕业生。有效的CBE需要创新的教学策略来优化学业表现。
目的
本研究的目的是通过协作学习和数字参与策略，在提高本科护理专业学生学业表现和参与度的同时，启动早期临床推理和临床判断能力的培养。
方法
我们对2023年秋季和2024年春季参加在线统计课程的本科护理专业学生的学术记录进行了回顾性审查。
结果
96份学生记录纳入审查。学生参与度可预测学业成功，具体指标包括协作式考试生成（r = 0.50，p < 0.001）、在课程内容上花费的时间（B = 5.22，标准误 = 1.55，t = 3.34，p = 0.001）以及学生讨论帖数量（B = 7.22，标准误 = 1.42，t = 5.11，p < 0.001）。
结论
可在护理预科课程中引入积极的协作学习方法，以培养批判性推理、临床判断能力以及尊重性沟通策略方面的能力，从而建立跨专业伙伴关系。
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