|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|367798||621543||2016||4 صفحه PDF||سفارش دهید||دانلود رایگان|
• Non-technical skills (NTS) are important for patient outcomes.
• We describe the evaluation of a ward round NTS framework for student nurses.
• This had seven categories, which were rated as important and relevant by participants.
• It could potentially be used to evaluate skills and educational interventions.
BackgroundThe importance of non-technical skills (NTS) to patient outcomes is increasingly being recognised, however, there is limited research into how such skills can be taught and evaluated in student nurses in relation toward rounds.ObjectivesThis pilot study describes an evaluation of a NTS framework that could potentially be used to measure ward round skills of student nurses.Design and MethodsThe study used an observational design. Potential key NTS were identified from existing literature and NTS taxonomies. The proposed framework was then used to evaluate whether the identified NTS were evident in a series of ward round simulations that final year general nursing students undertook as part of their training. Finally, the views of a small group of qualified nurse educators, qualified nurses and general nursing students were sought about whether the identified NTS were important and relevant to practice.ResultsThe proposed NTS framework included seven categories: Communication, Decision Making, Situational Awareness, Teamwork and Task Management, Student Initiative and Responsiveness to Patient. All were rated as important and relevant to practice.ConclusionThe pilot study suggests that the proposed NTS framework could be used as a means of evaluating student nurse competencies in respect of many non-technical skills required for a successful ward round. Further work is required to establish the validity of the framework in educational settings and to determine the extent to which it is of use in a non-simulated ward round setting.
Journal: Nurse Education Today - Volume 45, October 2016, Pages 87–90