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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Improving health-care quality through an AFPNP National Nursing Education Collaborative to strengthen PNP curriculum in mental/behavioral health and EBP: lessons learned from academic faculty and clinical preceptors.
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Improving health-care quality through an AFPNP National Nursing Education Collaborative to strengthen PNP curriculum in mental/behavioral health and EBP: lessons learned from academic faculty and clinical preceptors.

机译：通过AFPNP国家护理教育合作组织提高保健质量，以加强心理/行为健康和EBP中的PNP课程：从学院和临床教员那里汲取的教训。

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摘要

In 2004, the Association of Faculty of Pediatric Nurse Practitioners was awarded a grant by the Commonwealth Fund to plan, implement, and evaluate a strengthened national curriculum for students in 20 pediatric nurse practitioner programs throughout the United States. Curricular changes focused on increasing the knowledge and skills of students in the area of evidence-based mental and behavioral health care for children and adolescents. The processes through which this national initiative was undertaken were described in "Strengthening PNP Curricula in Mental/Behavioral Health and Evidence-Based Practice" (B. M. Melnyk et al., 2010). This article focuses on the important perspectives of academic faculty and clinical preceptors and provides critical insight for nursing faculty when planning implementation of significant curricular change. The purpose of this descriptive study was to determine the challenges and facilitators of implementing a strengthened curriculum in didactic and clinical courses to inform nationwide dissemination of this curriculum to all PNP programs throughout the country. Confidential, structured, individual telephone interviews were conducted with academic and clinical preceptors from the schools that had participated in the implementation study. Curricular change presents challenges in most schools of nursing and will be affected by characteristics unique to each institution. Faculty need to be educated regarding the factors that are likely to enhance the process of making important and timely changes in curriculum. Finally, valuable lessons regarding the necessary early engagement of clinical preceptors should inform future curricular change initiatives.
机译：2004年，英联邦基金会授予儿科护士从业者协会奖学金，以计划，实施和评估全美20个儿科护士从业者计划中针对学生的强化国家课程。课程改革的重点是增加学生在以证据为基础的儿童和青少年心理和行为保健方面的知识和技能。 “在心理/行为健康和循证实践中加强PNP课程”（B. M. Melnyk等人，2010）中描述了实施该国家计划的过程。本文着重于学术教师和临床教员的重要观点，并在计划实施重大课程变更时为护理教师提供重要的见解。这项描述性研究的目的是确定在教学和临床课程中实施强化课程的挑战和推动因素，以使该课程在全国范围内传播给所有PNP计划。对参加实施研究的学校的学术和临床主管进行了秘密，结构化的个人电话访问。在大多数护理学校中，课程改革带来了挑战，并且会受到每个机构独特特征的影响。需要对教师进行有关可能会增强对课程进行重要且及时更改的过程的因素的教育。最后，有关必要的早期临床干预的宝贵经验教训应该为将来的课程改革计划提供参考。

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