Clinical Practicum
임상실습

Clinical Practicum(임상실습)란 무엇입니까?

Clinical Practicum 임상실습 - Furthermore, every psychology intern has already completed 3–4 years of behavioral health training, including clinical practicum and, among PhD students, original research. ^[1] Therefore, to enhance the nursing college students’ competence in patient safety nursing intervention, nursing college students must experience various exercises and training for patient safety management during the clinical practicum as well as with scenario-based simulation. ^[2] The experimental group received HECPAR which consisted of a one hour lecture, case based clinical practicum, and mentoring for a week. ^[3] Subjects in SBAR SEP group received a lecture-style training of SBAR a week prior to clinical practicum and performed role-play during the two-week clinical practicum. ^[4] An open-ended question was asked: “To improve students’ EBP competencies during theory classes, on-campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub-categories and further into four categories, and finally into three main categories. ^[5] The clinical practicum based on SBAR improved core competencies at the post-practicum and four weeks later. ^[6] These factors included the students’ desire “to acquire the skills necessary to work as a nurse”, the “desire to improve skills in preparation for clinical practicum”, and their felt “obligations to patients as a nurse”. ^[7] Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. ^[8] The teaching method developed by this study aims to counteract the problems of the limited experience available to undergraduate health profession students during clinical practicum in the context of the COVID-19 pandemic and the limitations of interprofessional education, and it has established the groundwork for further exploration of the learning transfer effect of S-PBL. ^[9] Results The finding indicates that the students’ skills performance fall below the minimum requirement during the clinical practicum and significantly improved during the time of internship period. ^[10] AIM The aim of the study was to understand and describe how clinical nurse educators evaluate prelicensure baccalaureate nursing students in clinical practicums. ^[11] This study has implications for social work education in terms of inspiring social work educators to employ unique experiential learning methods in the class environment and provide opportunities for students to address their own problems prior to encountering clients’ maladaptive behaviors in their clinical practicum. ^[12] Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. ^[13] This study utilized semistructured interviews with eight graduate- and post-graduate–level MFT students at NSU who received telehealth training prior to participating in a teletherapy-based clinical practicum at NSU's Brief Therapy Institute. ^[14] Additionally, we employed an innovative approach to clinical practicums where the process of learning is both integrated and intentional, and students are mentored to use prior knowledge in their decisions and clinical reasoning. ^[15] Significant differences were observed regarding whether the students had completed a clinical practicum ( p  = 0. ^[16] The PPG curriculum consists of 3 main courses, namely the Deepening of Pedagogical and content knowledges including advance materials, Development of Lesson Plan and Clinical Practicum at the partner schools. ^[17] Since 2008, the Council on Academic Accreditation has required accredited graduate education programs in speech-language pathology to incorporate research methodology and EBP principles into their curricula and clinical practicums. ^[18] Aim: This study aimed to explore the experience of nursing students while using the smartphone in the clinical practicum at the point of care. ^[19] It is concluded that the cooperative learning-based clinical practicum is helpful for promoting students' critical thinking dispositions. ^[20] Smartphone use during clinical practicums may influence the quality of patient-centred communication and threaten clinical safety. ^[21] This study aimed to evaluate the effects of a flipped learning contact model and a flipped learning “untact” model with Korean nursing students undergoing a clinical practicum, and to examine the factors of self-directed learning readiness and self-esteem considering these learning models. ^[22] METHOD This project aimed to develop a simulation activity that incorporated the National Safety and Quality Health Service standards in acute mental health for undergraduate nursing students to prepare them for their clinical practicum in mental health. ^[23] Unequal patient assignment is a problem of nursing students during clinical practicum. ^[24] In addition, complicated and simulation-based learning procedures and teaching plans must be incorporated into the graduate curriculum and clinical practicum to promote the clinical reasoning competences and advanced nursing capabilities of NPs in light of professional training, qualifying examinations, and occupational practice. ^[25] AIM This study describes a novel framework used to evaluate the feasibility of an online survey to routinely collect women's feedback about their continuity of care experiences with Bachelor of Midwifery students during the clinical practicum. ^[26] BACKGROUND Significant growth in advanced practice registered nurse (APRN) student placements for clinical practicums have forced APRN preceptors, hospitals, and clinics to restrict the volume of APRN students they can accommodate. ^[27] Simulation method of teaching  prepare students for clinical practicums by providing  a simulated hospital-like ward environments in which  the tutors demonstrate and students are able to practice repeated skills under controlled and safe environment. ^[28] Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education. ^[29] Participants were nurses with more than one year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. ^[30] This study evaluated a handover education programme based on situated learning theory in a clinical practicum. ^[31] Results The finding indicates that the students’ skills performance falls below the minimum requirement during the clinical practicum and significantly improves during the time of internship period. ^[32] AIM To explore nursing student perspectives of clinical practicums in mental health in Saudi Arabia for the purpose of enhancement of nurse education in mental health care. ^[33] Nursing students are facing more and more stress in their course of study especially in clinical practicum. ^[34] Clinical practicum is a major component in nursing education. ^[35] In one of the Veterans Affairs Nursing Academic Partnerships (VANAP), nurses supervised undergraduate nursing students during the clinical practicum of acute care courses. ^[36] The project detailed in this chapter assesses the outcomes of integrating an employability framework into the post-practicum debrief sessions of a postgraduate exercise physiology program through the development of employability skills in the context of work-integrated learning (clinical practicum). ^[37] On-call exposure within the clinical practicum is inconsistent and, therefore, should be added through simulation. ^[38] This paper presents an evaluation of mobile learning practice for the clinical practicum in nursing education. ^[39] BACKGROUND The purpose of this project was to determine whether an international service-learning nurse-led clinic was a beneficial experience for nurse practitioner (NP) students in improving diagnostic and cultural confidence, skills acquisition, and cultural competence during a clinical practicum. ^[40] Aim: The study aimed to clarify students’ learning about medical care teams through clinical practicum based on the World Cafe method, to find suggestions useful for developing new methods of education. ^[41] The teaching strategy that has proven to be effective is integrating EBP concepts into a clinical practicum. ^[42] Therefore, it is imperative to equip them with the required knowledge prior to their clinical practicum. ^[43] This article focuses on IPE specifically during a community-based clinical practicum. ^[44] Because the area of interest for the study was regarding the relationship between staff nurses and students not in the precepting role, faculty were selected from courses in the program where clinical practicums occur with groups of students placed in one hospital unit over the course of the semester. ^[45] However, the experiences gained from clinical practicums help graduating nursing students to prepare for practice and can influence the intensity of the transition process. ^[46] OBJECTIVES This study aimed to comprehensively and thoroughly examine the specific phenomena and implications of incivility experienced by nursing students during clinical practicum. ^[47] This study aimed to describe the effectiveness of outcome-based clinical practicum for nursing students. ^[48]
또한 모든 심리학 인턴은 이미 임상 실습과 박사 과정 학생 중 독창적 연구를 포함하여 3-4년의 행동 건강 교육을 이수했습니다. ^[1] 따라서 간호대학생의 환자안전간호개입 역량을 향상시키기 위해서는 간호대학생이 임상실습 중 환자안전관리를 위한 다양한 실습과 훈련을 시나리오 기반 시뮬레이션과 함께 경험해야 한다. ^[2] 실험군은 1시간 강의, 사례기반 임상실습, 1주일 멘토링으로 구성된 HECPAR을 받았다. ^[3] SBAR SEP 그룹의 피험자들은 임상 실습 일주일 전에 강의식 SBAR 교육을 받고 2주간의 임상 실습 동안 역할극을 수행했습니다. ^[4] 개방형 질문은 "이론 수업, 캠퍼스 실습 또는 임상 실습에서 학생들의 EBP 역량을 향상시키기 위해 무엇이 필요하다고 생각합니까?"라는 질문이 주어졌습니다. 결과(들): 분석은 30개의 주제를 제시했으며, 이는 10개의 하위 범주, 추가로 4개의 범주, 마지막으로 3개의 주요 범주로 그룹화되었습니다. ^[5] SBAR 기반 임상 실습은 실습 후 및 4주 후 핵심 역량을 향상시켰습니다. ^[6] 이러한 요인들은 학생들이 '간호사로 일하기 위해 필요한 기술을 습득하고 싶다', '임상실습을 준비하면서 기술을 향상시키고 싶다', 그리고 '간호사로서 환자에 대해 느끼는 의무'를 포함하였다. ^[7] 자료는 국내 4개 대학에서 임상실습에 참여한 1, 3학년 간호대학생 195명을 대상으로 하였다. ^[8] 본 연구에서 개발한 교수법은 COVID-19 대유행이라는 맥락에서 의료계 학부생이 임상실습 중 제공할 수 있는 제한된 경험과 전문직 간 교육의 한계를 상쇄하는 것을 목적으로 하고 있으며, 향후 탐색을 위한 토대를 마련하였다. S-PBL의 학습 전이 효과. ^[9] 결과 연구 결과 학생들의 기술 수행 능력은 임상 실습 기간 동안 최소 요구 사항 이하로 떨어졌다가 인턴 기간 동안 크게 향상되었음을 나타냅니다. ^[10] 겨냥하다 이 연구의 목적은 임상 간호사 교육자가 임상 실습에서 사전 면허 학사 학위 간호 학생을 평가하는 방법을 이해하고 설명하는 것이 었습니다. ^[11] 이 연구는 사회복지 교육자들이 수업 환경에서 독특한 경험적 학습 방법을 사용하도록 고무하고 학생들이 임상 실습에서 클라이언트의 부적응 행동을 만나기 전에 자신의 문제를 해결할 기회를 제공한다는 점에서 사회 복지 교육에 시사하는 바가 있습니다. ^[12] 자료는 국내 4개 대학에서 임상실습에 참여한 1, 3학년 간호대학생 195명을 대상으로 하였다. ^[13] 이 연구는 NSU의 Brief Therapy Institute에서 원격 치료 기반 임상 실습에 참여하기 전에 원격 의료 교육을 받은 NSU의 대학원 및 대학원 수준 MFT 학생 8명과의 반구조화된 인터뷰를 활용했습니다. ^[14] 또한, 우리는 학습 과정이 통합적이고 의도적인 임상 실습에 대한 혁신적인 접근 방식을 사용했으며 학생들은 결정과 임상 추론에 사전 지식을 사용하도록 멘토링됩니다. ^[15] 학생들이 임상 실습을 완료했는지 여부와 관련하여 유의한 차이가 관찰되었습니다( p  = 0. ^[16] PPG 커리큘럼은 사전 자료를 포함한 교육학 및 내용 지식 심화, 수업 계획 개발 및 파트너 학교에서의 임상 실습의 3 가지 주요 과정으로 구성됩니다. ^[17] 2008년부터 학업 인증 위원회는 연구 방법론과 EBP 원칙을 커리큘럼 및 임상 실습에 통합하기 위해 언어 병리학 분야