临床护理教学中循证理念和基本能力的培养-护理学专业论文.docxVIP

华 中 华 中 科 技 大 学 硕 士 学 位 论 文 PAGE 2 PAGE 2 结论： 1. 现阶段我国护理专业学生的循证基本知识技能和循证实践行为缺乏，但循证 态度信念较积极。 2. 普通本科护生循证基础知识水平最高，态度信念最积极，是开展循证学习的 最适宜人群。应根据其能力基础确定适合的循证学习方案，重点开展循证培 训。同时通过持续学习循证知识和开展循证护理实践来逐步建立临床工作中 以实证为依据的护理行为习惯。 3. 采用自我导向学习和 WORKSHOP 策略有利于帮助学生培养循证护理的基 本能力，并在学习过程中促进自主学习能力、交流沟通技巧和团队合作精神 等综合素质的提高，应加以借鉴推广。 4. 建议在加强本科护生循证基本知识和能力培养的基础上，继续拓展循证学习 内容，深入了解证据的内涵和等级系统，并通过加强临床护理师资人员的循 证素质和能力培养，积极引导学生，师生配合促进证据在临床实践中的应用。 关键词： 循证护理，临床教学，自我导向学习，专题研讨会，小组合作，科研评价 Abstract Objective To explore appropriate learning strategies to equip undergraduate nursing students with basic knowledge and skills and foster positive attitudes toward evidence-based practice (EBP) during their clinical practicum. Methods During the first stage, the perceived EBP basic knowledge, attitude and behavior levels of all the nursing students practicing in the same hospital were investigated through a self-designed questionnaire and possible influencing factors were analyzed as well. In the second stage, a total of 80 undergraduate nursing students were recruited and divided into 15 groups to learn the basic knowledge of Evidence-Based Nursing (EBN) at first through a self-directed learning (SDL) approach with the help of a package of learning materials. Clinical preceptors and peer students played roles of facilitators and internet and library resources were utilized. Then students in the same group cooperate together for the purpose of learning how to critically evaluate research evidence with a research report evaluation guideline and literature appraisal examples as reference. They also made a presentation and had an in-depth discussion of their research evaluation report by means of workshop. The outcomes were evaluated through questionnaires to compare EBP competencies before and after the learning process and satisfaction and feedback were surveyed as well. Results The theoretical score range of EBP related knowledge, attitude and belief, and behavior were 8-24, 14-42, 8-24 and the mean scores clinical