Villafuerte A
City College School of Nursing of CUNY, NY 10031, USA.
Int J Nurs Stud. 1996 Apr;33(2):161-70. doi: 10.1016/0020-7489(95)00047-x.
In 1987, the City College School of Nursing revised its curriculum. One of the changes in a course entitled "Health Care of Adult II" was to alter its instruction methods in the clinical setting. A standardized form of clinical preparation and assignment, with emphasis on the elements of the nursing process, replaced the previous time and method of assigning student tasks, which had varied from instructor to instructor. This change in instruction methods stresses that clinical preparation must be guided and overseen by the instructor in order to reach maximum effectiveness as a tool for teaching. To evaluate the effectiveness of the structured clinical preparation time, a questionnaire was administered to the first two groups of students enrolled in "Health Care of Adult II" who were exposed to this new approach of clinical preparation. A total of 61 students participated in the survey. On a five-point Likert scale, the respondents were asked to rate six statements. Possible responses ranged from strong agreement to strong disagreement. The majority of the respondents agreed that the structured clinical preparation time helped them to: improve their skills in collecting relevant data and in formulating nursing diagnoses; develop and implement a client care plan based on a priority nursing diagnosis; and become more familiar with the equipment to perform psychomotor skills safely. The results also indicate that the structured clinical preparation time helped to diminish students' anxiety in going to the clinical setting and that the time allotted for preparation was sufficient.
1987年，城市学院护理学院修订了其课程。名为“成人护理II”的一门课程的变化之一是改变其在临床环境中的教学方法。一种标准化的临床准备和任务形式，强调护理程序的要素，取代了以前由教师各不相同的分配学生任务的时间和方法。教学方法的这种变化强调，临床准备必须由教师指导和监督，以便作为一种教学工具达到最大效果。为了评估结构化临床准备时间的有效性，对参加“成人护理II”课程的前两组采用这种新的临床准备方法的学生进行了问卷调查。共有61名学生参与了调查。在五点李克特量表上，要求受访者对六项陈述进行评分。可能的回答范围从强烈同意到强烈不同意。大多数受访者同意结构化临床准备时间帮助他们：提高收集相关数据和制定护理诊断的技能；根据优先护理诊断制定和实施客户护理计划；以及更熟悉安全执行心理运动技能的设备。结果还表明，结构化临床准备时间有助于减少学生去临床环境时的焦虑，并且分配的准备时间是足够的。
