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Tabletop exercises in the nursing classroom: An introduction for nurse educators

机译：桌面锻炼在护理教室：护士教育者的介绍

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Abstract A long‐standing gap exists between graduate and newly licensed nurse abilities and employer expectations. The National League of Nursing has charged nurse educators to address health and welfare through innovative learning to improve student decision‐making for patient care. How, then, can a nurse educator link education to practice, innovate learning, and improve student decision‐making for patient care? One option is to use tabletop exercises in the nursing classroom. The tabletop exercise provides a structure for participants to use available knowledge for decision‐making to identify or use a process in context. Though often include disaster scenarios and common in disaster education, these exercises have broad healthcare applications to link education to practice. Tabletop exercises are an active, low‐stress, high‐impact learning strategy carried out in the classroom with students sitting at desks or tables. In an exercise, there is a scenario, a facilitator, participants, and for the given circumstance, an objective, and participants solve an identified problem by making decisions. The after‐exercise discussion identifies exercise outcomes. Remediation occurs for identified gaps. This article introduces what tabletop exercises are, provides educator considerations for developing a nursing classroom exercise, and influences to implementing the exercise and its outcomes.
机译：摘要毕业生与新牌照的护士能力和雇主期望之间存在长期缺口。全国护理联盟通过创新学习来提高患者护理的学生决策，收取护士教育员来解决健康和福利。那么，如何将护士教育家与教育联系起来，创新学习，提高学生决策的患者护理？一种选择是在护理教室中使用桌面练习。桌面练习为参与者提供了一种结构，用于使用可用知识来识别或使用上下文中的过程。虽然经常包括灾害情景和灾区共同，但这些练习具有广泛的医疗保健应用，以将教育联系起来。桌面练习是一个积极，低压力，高影响的学习策略，坐在桌子或桌子上的学生。在练习中，有一个情景，促进者，参与者，以及给定的情况，目标，以及参与者通过做出决定来解决所识别的问题。后运动讨论确定了运动结果。识别的间隙发生修复。本文介绍了桌面练习，为开发护理课堂运动提供教育者的考虑，并影响实施运动及其结果。

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