临床护理学论文提纲

论文题目：针对临床教师的定向干预对学生临床推理的影响

摘要：目的:本研究旨在探讨临床推理的因素及其对学生的影响,并通过临床推理的培养,为临床推理能力的提升提供建议。方法:本研究为类实验性研究,共有76名临床教师及72名实习护生参与了研究。临床教师实验组37人,完成前测后发放临床推理的相关资料,并接受为期一个月,每周一次的互动式临床推理教学。对照组临床教师39人,前测完成后不进行干预。实习护生实验组35人,对照组37人,均跟随带教老师完成为期一个月的临床实习任务。研究工具测量干预前后研究对象的临床推理能力,一个月及三个月后测完成后,同样的健康教育在对照组展开。结果:结果表明,临床推理干预之前,临床教师实验组的平均得分59.14±6.12,对照组60.08±5.56,在四次课程结束后,经过一个月的干预,临床教师实验组的平均得分69.27±11.37,对照组61.15±8.53。与对照组相比,实验组的得分显著提高,与对照组相比有统计学意义,三个月后,实验组的分数是65.78士9.64,对照组的分数是60.26±8.34,均低于1个月随访,但仍高于前测并具有统计学意义。护理学生前测的平均得分是实验组42.97±11.88,对照组43.38±11.89,实验组1个月随访的分数是67.51 ±12.34,对照组48.76±9.10。3个月后,实验组得分60.31 ±9.99,对照组得分53.76±8.55。与1个月随访相比,护理学生的NCRS平均得分下降,但仍高于预测试,实验组的得分与对照组相比有统计学意义。临床教师的初始学历和工作时间与临床推理能力的总分相关联,学生的临床推理能力与人口学数据之间没有相关性。结论:根据临床推理循环理论设计的临床推理过程,对提高临床教师的临床推理能力有一定的效果,临床教师的临床推理能力也会影响带教学生的临床推理能力。

关键词：临床推理;临床教师;护理学生;护理教育;临床推理能力

学科专业：护理学

中文摘要AbstractIntroduction

Background

Research Questions

Significance of researchLiterature review

Clinical reasoning

Clinical reasoning in nursing

Clinical reasoning in mirsing education

Clinical reasoning in nursing education abroad

Clinical reasoning in nursing education in China

The teaching methods of clinical reasoning in nursing education

The clinical reasoning model

The evaluationMethodology

Design

Setting

Population

Sample

Measurements

Demographic Variables Questionnaire of Clinical Teachers (DVQ-CT)

Demographic Variables Questionnaire of Nursing Students (DVQ-NS)

Nurses Clinical Reasoning Scale (NCRS)

Human rights protection

Procedure

Clinical nursing research recruitment book

To create the Worksheet

Confidentiality protection

Data AnalysisResults

Baseline of characteristics of the clinical teachers

Baseline of characteristics of the nursing students

Repeated measures ANOVA for difference in of NCRS total mean scores, over the three time pointsDiscussion

The Importance of cultivating clinical teacher5 clinical reasoning ability

The Importance of cultivating nursing students5 clinical reasoning ability

The course of clinical reasoning intervention

The cultivation method of clinical reasoning

Limitations

ConclusionReferencesAcknowledgementsPublicationsAppendices

Appendices A English version of questionnaires

Appendix B Chinese version of questionnaires

Appendix C Permission of using instraments