背景:尽管护理过程有许多优点,护理专业的学生经常为使用这种模式而苦苦挣扎。因此,研究提出了解决这一问题的创新教学方法。基于真实临床案例的教学被认为是一种协作学习方法,可以增强学生的主动学习,以培养批判性思维和解决问题的能力。在这种方法中,学生可以通过访问真实的信息来获得关于病人护理的足够知识。
目的:本研究的目的是调查护理学生和教职员工在实施护理过程教育研讨会方面的经验,基于真实的案例研究。
方法:定性描述性研究。
方法:9名护理学生和7名来自伊斯法罕护理和助产学院的教职员工参加了研讨会。
方法:这项定性的描述性研究于2021年至2023年进行。数据是通过半结构化的个人和焦点小组访谈收集的,使用定性内容分析方法进行数据分析。
结果:分析数据后,确定了一个名为“打破护理过程中的禁忌”的主题。这个主题包括四个类别:“加强接受护理过程的认知基础设施,“”增强护理过程的适用性,\"\"协助积极的职业身份,\"和\"促进自我指导的学习平台。\"此外,获得了13个子类别。
结论:从本研究获得的数据表明,开展护理过程教育研讨会,讨论真正的临床病例,分析,和批评,增加批判性思维,学习动机,了解实施护理过程的必要性和重要性。因此,建议教师利用这种创新有效的教学方法指导护理过程。
BACKGROUND: Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students\' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.
OBJECTIVE: The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.
METHODS: A qualitative descriptive study.
METHODS: 9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.
METHODS: This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.
RESULTS: After analyzing the data, a theme titled \"Breaking Taboos in the Nursing Process\" was identified. This theme consists of four categories: \"Strengthening the Cognitive Infrastructure for Accepting the Nursing Process,\" \"Enhancing the Applicability of the Nursing Process,\" \"Assisting in Positive Professional Identity,\" and \"Facilitating a Self-Directed Learning Platform.\" Additionally, thirteen subcategories were obtained.
CONCLUSIONS: The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.