ارزشیابی تحقق اهداف آموزش مهارتهای بالینی پایه پرستاری بهروش آسکی در دانشجویان سال آخر پرستاری در بخش ICU
DOI::
https://doi.org/10.22100/jkh.v9i4.370کلمات کلیدی:
ارزشیابی، مهارت بالینی، اهداف بالینی، روش آسکی، دانشجوی پرستاری.چکیده
مقدمه: آموزش باليني ركن اساسی و قلب آموزش پرستاري محسوب ميگردد. پرستاری حرفهای مبتنی بر عملکرد میباشد و ارزشیابی تحقق اهداف آموزشی دانشجویان پرستاری در شکل کسب مهارت از ضروریات این حرفه میباشد. هدف این تحقیق تعیین میزان دستیابی به اهداف آموزشی بالینی در مهارتهای بنیادین پرستاری در دانشجویان سال آخر پرستاری در بخش مراقبتهای ویژه بود.
مواد و روشها: این پژوهش بهصورت توصیفی- تحلیلی بر روی 56 نفر از دانشجویان پرستاری سال آخر صورت گرفت. نمونهها بهصورت هدفمند در بخش مراقبتهای ویژه انتخاب شدند و در ایستگاههای آسکی تحت مشاهده مستقیم قرار گرفتند. نتایج بهدست آمده از برگه مشاهده با استقاده از نرمافزار SPSS نسخه 19مورد تجزیه و تحلیل قرار گرفت. در هر مهارت، سطح توانايي دانشجويان در پنج سطح از غیرقابل قبول تا عالي ردهبندي شد.
نتايج: در بررسي نتايج بهدست آمده از اين پژوهش مشخص ميگردد كه تنها در رويه پرستاري گذاردن آنژيوكت دانشجويان پرستاري سطح مهارت بسيار خوب يا عالي را نشان دادند درحاليكه هيچ يك از واحدهاي مورد پژوهش در برخي مهارتها از قبيل پانسمان، گذاشتن لوله معده و سوند ادراري سطح مهارت بسيار خوب يا عالي را نشان ندادند. تنها متغیری که با مهارت دانشجویان رابطه معنیداری داشت میزان فرصتهای تکرار و تمرین رویه پرستاری در آموزش باليني بود (01/0=P).
نتيجهگيري: در اين پژوهش مشخص گرديد كه دانشجويان پرستاري در انجام مهارتهاي پايه باليني دچار نقايص قابل توجهي بودند. باتوجه به اهمیت پرورش مهارتهاي پايه باليني دانشجويان پرستاري، پيشنهاد ميگردد فرصتهای یادگیری بیشتری برای دانشجویان فراهم گردد تا به تمرین مهارتهای پایه بالینی در دوران آموزشي بپردازند.
مراجع
Dadgari A, Dadvar L, Yousefi, M. Application of modified pbl: students' point of view. Knowledge and Health 2008;3(2):19-25. [Persian].
Dadgari A, Dadvar L, Rezaee M, Mirzaee M, Nazari P, Naseri L. Nurses' educational needs on drug dosage calculation. Sobhe Daneshgah 2009;12:26.[Persian].
Dadgari A, Dadvar L, Ashrafi Z, Bakhtiari Z. Nurse students' skill in clinical nursing procedures: NGT feeding. Sobhe Daneshgah 2009;12:53.[Persian].
Davies B, Hughes A. Clarification of advanced nursing practice: characteristics and competencies. Clinical Nurse Specialist 2002;16(3):147.
Hanley E, Higgins A. Assessment of clinical practice in intensive care: a review of the literature. Intensive and Critical Care Nursing 2005;21(5):268-75.
Marcinkiw KL. A goal for nursing education. Nurse Education Today 2003;23(3):174-82.
Klein CJ. Linking competency-based assessment to successful clinical practice. Journal of Nursing Education 2006;45(9):379-383.
Hsieh S-I, Hsu L. An outcome-based evaluation of nursing competency of baccalaureate senior nursing students in Taiwan. Nurse Education Today 2013;33:1536-1545.
Desjardins KS, Cook SS, Jenkins M, Bakken S. Effect of an informatics for evidence-based practice curriculum on nursing informatics competencies. International Journal of Medical Informatics 2005;74(11-12):1012-20.
Alves Delima A, Henquin A, Thierer J, Lamri S, Paulin J, Belcadtro F. Mini-clinical Evaluation Exercise (Mini-CEX). Global Standard in Medical Education for Better Health Care. 2003.p.32.
Bergman K, Gaitskill T. Faculty and student perceptions of effective clinical teachers: An extension study. Journal of Professional Nursing 2001;6(1):33-44.
Raines D. Nursing practice competency of accelerated bachelor of science in nursing program students. J Prof Nurs 2010;26:162-167.
Anema MGMJ. Competency-based nursing education: guide to achieving outstanding learner outcomes. Springer 2010.
Gormley KJ. Practice write-ups: An assessment instrument that contributes to bridging the differences between theory and practice for student nurses through the development of core skills. Nurse Education Today 1997;17(1):53-7.
Adam S. A consideration of the nature, role, application and implications for european education of employing "learning outcomes" at the local. National and International Levels.2004.
Alavi M, Tavakol K. Iranian nursing students' experiences of relationships with nurses in clinical setting. Iranian Journal of Nursing and Midwifery Research 2008;13(1):10.
Watson R, Stimpson A, Topping A, Porock D. Clinical competence assessment in nursing: A systematic review of the literature. Journal of Advanced Nursing 2002;39(5):421-31.
Mitchell ML, Henderson A, Groves M, Dalton M, Nulty D. The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum. Nurse Education Today 2009;29(4):398-404.
Zhang ZX, Luk W, Arthur D, Wong T. Nursing competencies: personal characteristics contributing to effective nursing performance. Journal of Advanced Nursing 2001;33(4):467-74.
Vernon RCMPE. Confidence in competence: legislation and nursing in New Zealand. International Nursing Review 2011;58:103-108.
Marshburn DMEMKSMS. Relationships of new nurses' perceptions and measured performance-based clinical competence. Continuing Education in Nursing 2009;40(9):426-432.
Mowfortha G, Harrison J, Morrisb M. An investigation into adult nursing students' experience of the relevance and application of behavioural sciences (biology, psychology and sociology) across two different curricula. Nurse Education Today 2005;25:41-48.
Zeraatkari K. Learning clinical skull: newly graduates nurse students. Abstract of 3th National Conference on Medical Education 1998;168.[Persian].
Du Gas, Beverly Witter, Barbara Marie Du Gas Dymond. Introduction to patient care: a comprehensive approach to nursing. Saunders, 1977. Translated to Persian by: Shahid Beheshti Nursing and Midwifery Faculty. Tehran: 2002(HS).[Persian].
Domajnko B, Drglin Z, Pahor M. Rhetorical skills as a component of midwifery care. Midwifery 2009.
Butler MM, Fraser DM, Murphy RJL. What are the essential competencies required of a midwife at the point of registration? Midwifery 2008;24(3):260-9.
Wheeler LA CSK. The influence of concept mapping on critical thinking in baccalaureate nursing students. J Prof Nurs 2003;19(6):339-346.
Milligan F. Defining and assessing competence: the distraction of outcomes and the importance of educational process. Nurse Education Today 1998;18(4):273-80.
Pike Tamsin, Victoria O’Donnell. The impact of clinical simulation on learner self-efficacy in pre-registration nursing education. Nurse Education Today 2010;30(5):405-410.
Thorkildsen Kari, Maj-Britt Raholm. The essence of professional competence experienced by Norwegian nurse students: a phenomenological study. Nurse Education in Practice 2010;10(4): 183-188.
Freiburger, Opal A. Preceptor programs: increasing student self-confidence and competency. Nurse Educator 2002;27(2):58-60.
Campbell SE DK. Clinical partner model: benefits for education and service. Nurse Educ 2005;30(6):271-274.
Weeks KW, Lyne P, Torrance C. Written drug dosage errors made by students: the threat to clinical effectiveness and the need for a new approach. Clinical Effectiveness in Nursing 2000;4(1):20-29.
Greig M, Elliott D, Parboteeah S, Wilks L. Basic life support skill acquisition and retention in student nurses undertaking a pre-registration diploma in higher education/nursing course. Nurse Education Today 1996;16(1):28-31.
Rahimi A, Ahmadi F. The obstacles and improving strategies of clinical education from the viewpoints of clinical instructors in Tehran's Nursing Schools. Iranian Journal of Medical Education 2005;5(2):73-80.[Persian].
Rolfe IE, Sanson Fisher R W. Translating learning principles into practice: a new strategy for learning clinical skills. Med Educ 2002;36(4):345-352.
ACNM. The core competencies for basic midwifery practice adopted by the American College of Nurse-Midwives. Journal of Midwifery and Women's Health 2002;47:403-406.
Altranais AB. Requirements and standards for the midwife registration education programme.
Bolbolhaghighi N, Dadgari A, Mashayekhy Y. Fulfillment of goals in midwifery clinical curriculum in Shahroud. Tabriz University of Medical Education 2005.[Persian].
Baygmoradi A, Nazeri H. Achievement of goals in clinical curriculum in nursing, midwifery, OR technician students in Hamedan. Iranian Journal of Education in Medical Education 2003;33.
Schmieding NJ, Waldman RC. Nasogastric tube feeding and medication administration: a survey of nursing practices. Gastroenterology Nursing 1997;20(4):118.
Frame KB, Chrystal C. Faculty and clinicians collaborate to teach basic intravenous skills to senior baccalaureate nursing students. Journal of Infusion Nursing 1999;22(5): 253.
Engum SA, Jeffries P, Fisher L. Intravenous catheter training system: Computer-based education versus traditional learning methods. Am J Surg 2003;186(1):67-74.
Mackay SJ, Anderson AC, Hogg P. Preparedness for clinical practice–perceptions of graduates and their work supervisors. Radiography 2008;14(3):226-232.
Saberian M. Assessment of nurse students' clinical competence. Abstract of 4th National Conference on Medical Education 2000;109-110.[Persian].
چاپ شده
شماره
نوع مقاله
مجوز
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.