Abstract：
BACKGROUND: Advanced practice nurses and future nursing researchers must be adequately educated with the best available evidence. However, we know little about educational strategies and their characteristics used explicitly to educate advanced practice nurses and future researchers.
METHODS: A scoping review was used to map the latest educational strategies used in master\'s and doctoral nursing education between 2011 and 2021. Components of educational strategies were extracted based on the Guideline for Reporting Evidence-Based Practice Educational Interventions and Teaching and the Saskatchewan Education Department Framework of Professional Practice. The New World Kirkpatrick Model was used to categorize the associated learning outcomes. A narrative description approach was used to synthesize the findings.
RESULTS: A total of 56 studies were included. Several information was missing regarding the theoretical foundations of the educational strategies. A total of 158 educational strategies were identified. Individual work (e.g., homework) was the most popular educational strategy. Most studies assessed learning outcomes related to reactions (e.g., satisfaction) or learning (e.g., knowledge).
CONCLUSIONS: More studies should be done using interactive instruction or multimodal approaches, while the authors should better describe intervention components. A systematic review of effectiveness needs to be conducted to evaluate the best educational strategies in the master\'s and doctoral nursing education.
METHODS: A scoping review was used to map the latest educational strategies used in master\'s and doctoral nursing education between 2011 and 2021. Components of educational strategies were extracted based on the Guideline for Reporting Evidence-Based Practice Educational Interventions and Teaching and the Saskatchewan Education Department Framework of Professional Practice. The New World Kirkpatrick Model was used to categorize the associated learning outcomes. A narrative description approach was used to synthesize the findings.
RESULTS: A total of 56 studies were included. Several information was missing regarding the theoretical foundations of the educational strategies. A total of 158 educational strategies were identified. Individual work (e.g., homework) was the most popular educational strategy. Most studies assessed learning outcomes related to reactions (e.g., satisfaction) or learning (e.g., knowledge).
CONCLUSIONS: More studies should be done using interactive instruction or multimodal approaches, while the authors should better describe intervention components. A systematic review of effectiveness needs to be conducted to evaluate the best educational strategies in the master\'s and doctoral nursing education.
摘要：
背景：高级执业护士和未来的护理研究人员必须接受充分的教育，并获得最好的证据。然而,我们对明确用于教育高级执业护士和未来研究人员的教育策略及其特征知之甚少。
方法：使用范围审查来绘制2011年至2021年在硕士和博士护理教育中使用的最新教育策略。根据《报告循证实践教育干预和教学指南》和萨斯喀彻温省教育部专业实践框架，提取了教育策略的组成部分。新世界柯克帕特里克模型用于对相关的学习成果进行分类。使用叙述性描述方法来综合研究结果。
结果：共纳入56项研究。关于教育策略的理论基础，缺少一些信息。总共确定了158个教育策略。个人工作(例如，家庭作业)是最受欢迎的教育策略。大多数研究评估了与反应相关的学习成果(例如，满意度)或学习(例如，知识)。
结论：应使用交互式教学或多模式方法进行更多研究，而作者应该更好地描述干预成分。需要对有效性进行系统回顾，以评估硕士和博士护理教育中的最佳教育策略。
方法：使用范围审查来绘制2011年至2021年在硕士和博士护理教育中使用的最新教育策略。根据《报告循证实践教育干预和教学指南》和萨斯喀彻温省教育部专业实践框架，提取了教育策略的组成部分。新世界柯克帕特里克模型用于对相关的学习成果进行分类。使用叙述性描述方法来综合研究结果。
结果：共纳入56项研究。关于教育策略的理论基础，缺少一些信息。总共确定了158个教育策略。个人工作(例如，家庭作业)是最受欢迎的教育策略。大多数研究评估了与反应相关的学习成果(例如，满意度)或学习(例如，知识)。
结论：应使用交互式教学或多模式方法进行更多研究，而作者应该更好地描述干预成分。需要对有效性进行系统回顾，以评估硕士和博士护理教育中的最佳教育策略。
