Iingcali kufuneka zibe nezakhono ezisebenzayo zokuqiqa ngeklinikhi ukuze zenze izigqibo ezifanelekileyo nezikhuselekileyo zeklinikhi kwaye ziphephe iimpazamo zokuziqhelanisa. Izakhono zokuqiqa ngeklinikhi eziphuhlileyo zinokubeka emngciphekweni ukhuseleko lwesigulane kwaye zilibazise unyango okanye unyango, ingakumbi kumasebe okhathalelo olunzulu kunye noongxamiseko. Uqeqesho olusekelwe kukulinganisa lusebenzisa iincoko zokufunda ezicingisisiweyo emva kokulinganisa njengendlela yokuxoxisana ukuze kuphuhliswe izakhono zokuqiqa ngeklinikhi ngelixa kugcinwa ukhuseleko lwesigulane. Nangona kunjalo, ngenxa yendalo emininzi yokuqiqa ngeklinikhi, umngcipheko onokubakho wokugqithiswa kwengqondo, kunye nokusetyenziswa okwahlukileyo kweenkqubo zokuqiqa ngeklinikhi (ezicingelwayo-ezincitshisiweyo) kunye nezingezizo zokuhlalutya (ezinobukrelekrele) ngabathathi-nxaxheba abaphambili nabancinci bokulinganisa, kubalulekile ukuqwalasela amava, izakhono, izinto ezinxulumene nokuhamba kunye nomthamo wolwazi, kunye nobunzima betyala ukuze kuphuculwe ukuqiqa ngeklinikhi ngokubandakanyeka kwiincoko zokufunda ezicingisisiweyo zeqela emva kokulinganisa njengendlela yokuxoxisana. Injongo yethu kukuchaza uphuhliso lwemodeli yencoko yokufunda ecingisisiweyo emva kokulinganisa eqwalasela izinto ezininzi ezichaphazela ukufezekiswa kokulungiswa kokuqiqa ngeklinikhi.
Iqela elisebenzayo loyilo oludibeneyo (N = 18), eliquka oogqirha, abahlengikazi, abaphandi, abafundisi-ntsapho, kunye nabameli bezigulana, lisebenzisane ngeeworkshops ezilandelelanayo ukuze liphuhlise imodeli yencoko yokufunda ebonakalisa ukucamngca emva kokulinganisa ukuze lichaze olu vavanyo. Iqela elisebenzayo loyilo oludibeneyo liphuhlise imodeli ngenkqubo yethiyori kunye nengqiqo kunye nophononongo lwamanqanaba amaninzi. Ukuhlanganiswa okulinganayo kophando lovavanyo oludibanisayo/oluncinci kunye ne-taxonomy kaBloom kukholelwa ukuba kuphucula ingqiqo yeklinikhi yabathathi-nxaxheba bokulinganisa ngelixa bethatha inxaxheba kwimisebenzi yokulinganisa. Iindlela ze-Content validation index (CVI) kunye ne-content validation ratio (CVR) zisetyenzisiwe ukumisela ukuqinisekiswa kobuso kunye nokuqinisekiswa komxholo wemodeli.
Imodeli yencoko yokufunda ebonakalisa ukucamngca emva kokulinganisa yaphuhliswa yaza yavavanywa. Le modeli ixhaswa yimizekelo esetyenziweyo kunye nesikhokelo sokubhala. Ubume kunye nobuchule bomxholo wemodeli buvavanyiwe kwaye baqinisekiswa.
Imodeli entsha yoyilo oludibeneyo yenziwe ngokuthathela ingqalelo izakhono kunye nobuchule babathathi-nxaxheba abahlukeneyo bokwenza iimodeli, ukuhamba kunye nomthamo wolwazi, kunye nobunzima beemeko zokwenza iimodeli. Ezi zinto zicingelwa ukuba ziphucula ingqiqo yeklinikhi xa zithatha inxaxheba kwimisebenzi yokulinganisa amaqela.
Ukuqiqa ngeklinikhi kuthathwa njengesiseko somsebenzi weklinikhi kukhathalelo lwempilo [1, 2] kunye nenxalenye ebalulekileyo yobuchule beklinikhi [1, 3, 4]. Yinkqubo yokucamngca esetyenziswa ziingcali ukuchonga nokusebenzisa ukungenelela okufanelekileyo kwimeko nganye yeklinikhi abadibana nayo [5, 6]. Ukuqiqa ngeklinikhi kuchazwa njengenkqubo entsonkothileyo yokuqonda esebenzisa amaqhinga okucinga asemthethweni nangekho sesikweni ukuqokelela nokuhlalutya ulwazi malunga nesigulana, ukuvavanya ukubaluleka kolo lwazi, kunye nokumisela ixabiso leendlela ezahlukeneyo zokwenza izinto [7, 8]. Kuxhomekeke kubuchule bokuqokelela izikhokelo, ukuqhuba ulwazi, kunye nokuqonda ingxaki yesigulana ukuze kuthathwe inyathelo elifanelekileyo kwisigulana esifanelekileyo ngexesha elifanelekileyo nangesizathu esifanelekileyo [9, 10].
Bonke ababoneleli ngeenkonzo zempilo bajongene nesidingo sokwenza izigqibo ezinzima kwiimeko zokungaqiniseki okukhulu [11]. Kwimisebenzi yokhathalelo oluqatha kunye nonyango olungxamisekileyo, iimeko zeklinikhi kunye neengxamiseko zivela apho impendulo ekhawulezileyo kunye nokungenelela kubalulekile ekusindiseni ubomi kunye nokuqinisekisa ukhuseleko lwezigulane [12]. Izakhono ezingalunganga zokuqiqa ngeklinikhi kunye nobuchule kwimisebenzi yokhathalelo oluqatha zinxulunyaniswa namazinga aphezulu eempazamo zeklinikhi, ukulibaziseka kunyango okanye kunyango [13] kunye nemingcipheko kukhuseleko lwezigulane [14,15,16]. Ukuze kuthintelwe iimpazamo ezisebenzayo, oogqirha kufuneka babe nobuchule kwaye babe nezakhono ezisebenzayo zokuqiqa ngeklinikhi ukuze benze izigqibo ezikhuselekileyo nezifanelekileyo [16, 17, 18]. Inkqubo yokuqiqa engeyiyo eyohlalutyo (eqondakalayo) yinkqubo ekhawulezayo ethandwa ngoogqirha abaziingcali. Ngokwahlukileyo koko, iinkqubo zokuqiqa ngohlalutyo (ezicingelwayo) zihamba kancinci, zenziwe ngabom, kwaye zihlala zisetyenziswa ngoogqirha abangenamava kangako [2, 19, 20]. Ngenxa yobunzima bendawo yeklinikhi yezempilo kunye nomngcipheko onokubakho weempazamo zokwenza [14,15,16], imfundo esekelwe kwi-simulation (SBE) idla ngokusetyenziswa ukubonelela oogqirha ngamathuba okuphuhlisa ubuchule kunye nezakhono zokuqiqa ngeklinikhi. indawo ekhuselekileyo kunye nokuchatshazelwa zizifo ezahlukeneyo ezinzima ngelixa kugcinwa ukhuseleko lwezigulane [21, 22, 23, 24].
I-Society for Simulation in Health (SSH) ichaza ukulinganisa “njengobuchwepheshe obudala imeko okanye indawo apho abantu bafumana khona amava eziganeko zobomi bokwenyani ngenjongo yokuziqhelanisa, uqeqesho, uvavanyo, uvavanyo, okanye ukuqonda iinkqubo okanye ukuziphatha kwabantu.” [23] Iiseshoni zokulinganisa ezicwangciswe kakuhle zinika abathathi-nxaxheba ithuba lokuzifaka kwiimeko ezilingisa iimeko zeklinikhi ngelixa zinciphisa iingozi zokhuseleko [24,25] kwaye baziqhelise ukuqiqa ngeklinikhi ngokusebenzisa amathuba okufunda ajolise kubo [21,24,26,27,28] I-SBE iphucula amava eklinikhi yasentsimini, iveza abafundi kumava eklinikhi abanokuba abazange bawabone kwiindawo zokhathalelo lwezigulane [24, 29]. Le yindawo yokufunda engenabungozi, engenatyala, elawulwayo, ekhuselekileyo, engenamngcipheko uphantsi. Ikhuthaza uphuhliso lolwazi, izakhono zeklinikhi, izakhono, ukucinga ngokucokisekileyo kunye nokuqiqa ngeklinikhi [22,29,30,31] kwaye inokunceda iingcali zezempilo ukuba zoyise uxinzelelo lweemvakalelo zemeko ethile, ngaloo ndlela ziphucula amandla okufunda [22, 27, 28]. , 30, 32].
Ukuxhasa uphuhliso olusebenzayo lwezakhono zokuqiqa ngeklinikhi kunye nokwenza izigqibo nge-SBE, kufuneka kuqwalaselwe uyilo, itemplate, kunye nolwakhiwo lwenkqubo yokuxoxisana emva kokulinganisa [24, 33, 34, 35]. Iincoko zokufunda ezibonisa ukucamngca emva kokulinganisa (ii-RLC) zisetyenziswe njengendlela yokuxoxisana ukunceda abathathi-nxaxheba ukuba babonakalise, bachaze izenzo, kwaye basebenzise amandla enkxaso yoontanga kunye nokucinga ngamaqela kumxholo wokusebenza kweqela [32, 33, 36]. Ukusetyenziswa kwee-RLC zamaqela kuthwele umngcipheko onokubakho wokuqiqa ngeklinikhi okungaphuhliswanga kakuhle, ngakumbi ngokunxulumene nezakhono ezahlukeneyo kunye namanqanaba obudala babathathi-nxaxheba. Imodeli yenkqubo ephindwe kabini ichaza uhlobo olunemilinganiselo emininzi yokuqiqa ngeklinikhi kunye nomahluko kwindlela oogqirha abaphezulu abasebenzisa ngayo iinkqubo zokuqiqa zohlalutyo (ezicingelwayo-ezincitshisiweyo) kunye noogqirha abancinane abasebenzisa iinkqubo zokuqiqa ezingezizo ezohlalutyo (ezingabonakaliyo) [34, 37].]. Ezi nkqubo zokuqiqa ezimbini ziquka umngeni wokulungelelanisa iinkqubo zokuqiqa ezifanelekileyo kwiimeko ezahlukeneyo, kwaye akucaci kwaye kuyaphikiswana ukuba zingasetyenziswa njani ngokufanelekileyo iindlela zokuhlalutya nezingahlalutyi xa kukho abathathi-nxaxheba abaphezulu nabangaphantsi kwiqela elinye lokubonisa imodeli. Abafundi besikolo samabanga aphakamileyo nabangaphantsi abanezakhono ezahlukeneyo kunye namanqanaba amava ahlukeneyo bathatha inxaxheba kwiimeko zokulinganisa ubunzima obahlukeneyo [34, 37]. Uhlobo oluninzi lokuqiqa ngeklinikhi lunxulunyaniswa nomngcipheko onokubakho wokuqiqa ngeklinikhi okungaphuhliswanga kakuhle kunye nokugqithisa kwengqondo, ngakumbi xa oogqirha bethatha inxaxheba kwii-SBE zeqela ezinobunzima obahlukeneyo bamatyala kunye namanqanaba obudala [38]. Kubalulekile ukuqaphela ukuba nangona kukho inani leemodeli zokuxoxisana ezisebenzisa i-RLC, akukho nanye kwezi modeli eyenzelwe ukugxila ngokukodwa kuphuhliso lwezakhono zokuqiqa ngeklinikhi, kuthathelwa ingqalelo amava, ubuchule, ukuhamba kunye nomthamo wolwazi, kunye nezinto zobunzima bokubonisa imodeli [38]. , 39]. Konke oku kufuna uphuhliso lwemodeli ehleliweyo eqwalasela igalelo ezahlukeneyo kunye nezinto ezinefuthe ukuphucula ukuqiqa ngeklinikhi, ngelixa ibandakanya i-RLC emva kokulinganisa njengendlela yokunika ingxelo. Sichaza inkqubo eqhutywa ngokwethiyori nangokwengqiqo yoyilo lwentsebenziswano kunye nophuhliso lwe-RLC emva kokulinganisa. Imodeli yaphuhliswa ukuze kuphuculwe izakhono zokuqiqa zeklinikhi ngexesha lokubandakanyeka kwi-SBE, kujongwa uluhlu olubanzi lwezinto eziququzelelayo nezinefuthe ekufezekiseni uphuhliso oluphuculweyo lokuqiqa kweklinikhi.
Imodeli ye-RLC emva kokulinganisa yaphuhliswa ngokubambisana ngokusekelwe kwiimodeli ezikhoyo kunye neengcamango zokuqiqa ngeklinikhi, ukufunda okucingisisayo, imfundo, kunye nokulinganisa. Ukuze kuphuhliswe imodeli kunye, kwasekwa iqela elisebenzayo elisebenzisanayo (N = 18), eliquka abahlengikazi abali-10 abakhathalela kakhulu, umntu omnye osebenza ngamandla, kunye nabameli abathathu bezigulana ezazilaliswe esibhedlele ngaphambili zamanqanaba ahlukeneyo, amava, kunye nesini. Iyunithi enye yokhathalelo olunzulu, abancedisi bophando aba-2 kunye nabafundisi-ntsapho abaphezulu aba-2. Olu tshintsho loyilo oludibeneyo luyilwe kwaye luphuhliswe ngokusebenzisana koontanga phakathi kwabachaphazelekayo abanamava okwenyani kwezempilo, nokuba ziingcali zezempilo ezibandakanyekayo kuphuhliso lwemodeli ecetywayo okanye abanye abachaphazelekayo abanjengezigulane [40,41,42]. Ukubandakanya abameli bezigulana kwinkqubo yoyilo oludibeneyo kunokongeza ixabiso kwinkqubo, njengoko injongo yokugqibela yale nkqubo kukuphucula unyango kunye nokhuseleko lwezigulane [43].
Iqela elisebenzayo liqhube iiworkshop ezintandathu zeeyure ezi-2-4 ukuphuhlisa ulwakhiwo, iinkqubo kunye nomxholo wemodeli. Le workshop ibandakanya ingxoxo, ukuziqhelanisa kunye nokulinganisa. Izinto zemodeli zisekelwe kuluhlu lwezixhobo ezisekelwe kubungqina, iimodeli, iithiyori kunye nezikhokelo. Ezi ziquka: ithiyori yokufunda yolwakhiwo [44], ingcamango ye-dual loop [37], i-clinical reasoning loop [10], indlela ye-appreciative inquiry (AI) [45], kunye nendlela ye-reporting plus/delta [46]. Le modeli yaphuhliswa ngokubambisana ngokusekelwe kwimigangatho yenkqubo ye-INACSL yokucacisa i-INACSL ye-International Nurses Association yemfundo yeklinikhi kunye nokulinganisa [36] kwaye yadibaniswa nemizekelo esebenzayo ukwenza imodeli echazayo. Le modeli yaphuhliswa ngamanqanaba amane: ukulungiselela incoko yokufunda ecingisisayo emva kokulinganisa, ukuqaliswa kwengxoxo yokufunda ecingisisayo, uhlalutyo/ukucamngca kunye nokuhlaziya (Umfanekiso 1). Iinkcukacha zesigaba ngasinye zixoxwa ngezantsi.
Isigaba sokulungiselela sale modeli senzelwe ukulungiselela abathathi-nxaxheba ngokwengqondo kwinqanaba elilandelayo kwaye bonyuse ukubandakanyeka kwabo ngokusebenzayo kunye notyalo-mali ngelixa beqinisekisa ukhuseleko lwengqondo [36, 47]. Eli nqanaba libandakanya intshayelelo kwinjongo kunye neenjongo; ixesha elilindelekileyo le-RLC; okulindelweyo ngumququzeleli kunye nabathathi-nxaxheba ngexesha le-RLC; ukuqhelaniswa kwendawo kunye nokuseta ukulinganisa; ukuqinisekisa ubumfihlo kwindawo yokufunda, kunye nokwandisa nokuphucula ukhuseleko lwengqondo. Ezi mpendulo zilandelayo ezivela kwiqela elisebenzayo loyilo-kunye ziqwalaselwe ngexesha lesigaba sangaphambi kophuhliso lwemodeli ye-RLC. Umthathi-nxaxheba 7: “Njengomongikazi oyintloko, ukuba bendithatha inxaxheba kukulinganisa ngaphandle komxholo wemeko kwaye abantu abadala bebekhona, bendiya kukuphepha ukuthatha inxaxheba kwincoko yasemva kokulinganisa ngaphandle kokuba ndivakalelwa kukuba ukhuseleko lwam lwengqondo luyahlonitshwa. kwaye bendiya kukuphepha ukuthatha inxaxheba kwiincoko emva kokulinganisa. “Khuselwa kwaye akuyi kubakho miphumo.” Umthathi-nxaxheba 4: “Ndikholelwa ukuba ukugxila kunye nokumisela imithetho esisiseko kwasekuqaleni kuya kunceda abafundi emva kokulinganisa. Ukuthatha inxaxheba ngokukhutheleyo kwiincoko zokufunda ezicingisisiweyo.”
Amanqanaba okuqala emodeli ye-RLC aquka ukuphonononga iimvakalelo zomthathi-nxaxheba, ukuchaza iinkqubo ezisisiseko kunye nokuchonga imeko, kunye nokubhala uluhlu lwamava amahle namabi omthathi-nxaxheba, kodwa kungekhona uhlalutyo. Le modeli kweli nqanaba yenzelwe ukukhuthaza abaviwa ukuba bagxile ngokwabo kwimisebenzi, kunye nokulungiselela ngengqondo uhlalutyo olunzulu kunye nokucamngca okunzulu [24, 36]. Injongo kukunciphisa umngcipheko onokubakho wokugqithiswa kwengqondo [48], ngakumbi kwabo basandula ukufunda isihloko sokumodela kwaye abangenawo amava eklinikhi ngaphambili ngesakhono/isihloko [49]. Ukucela abathathi-nxaxheba ukuba bachaze ngokufutshane imeko elinganisiweyo kunye nokwenza iingcebiso zokuxilonga kuya kunceda umququzeleli aqinisekise ukuba abafundi kwiqela banokuqonda okusisiseko kunye nokuqhelekileyo kwimeko ngaphambi kokuba badlulele kwisigaba sohlalutyo/sokucamngca esandisiweyo. Ukongeza, ukumema abathathi-nxaxheba kweli nqanaba ukuba babelane ngeemvakalelo zabo kwiimeko ezilinganisiweyo kuya kubanceda boyise uxinzelelo lweemvakalelo zemeko, ngaloo ndlela kuphucula ukufunda [24, 36]. Ukujongana nemiba yeemvakalelo kuya kunceda umququzeleli we-RLC aqonde indlela iimvakalelo zabathathi-nxaxheba ezichaphazela ngayo ukusebenza komntu ngamnye kunye neqela, kwaye oku kunokuxoxwa ngokunzulu ngexesha lesigaba sokucamngca/sohlalutyo. Indlela yePlus/Delta yakhelwe kweli nqanaba lomzekelo njengenyathelo lokulungiselela nelithatha isigqibo sesigaba sokucamngca/sohlalutyo [46]. Besebenzisa indlela yePlus/Delta, bobabini abathathi-nxaxheba kunye nabafundi banokucwangcisa/badwelise izinto abazibonileyo, iimvakalelo kunye namava abo okulinganisa, okunokuxoxwa ngawo ngamanqaku ngexesha lesigaba sokucamngca/sohlalutyo lomzekelo [46]. Oku kuya kunceda abathathi-nxaxheba bafikelele kwimeko yokucinga ngokusebenzisa amathuba okufunda ajolise kwaye abekwe phambili ukuze kuphuculwe ukuqiqa kweklinikhi [24, 48, 49]. Ezi mpendulo zilandelayo ezivela kwiqela elisebenzayo loyilo-kunye zaqwalaselwa ngexesha lophuhliso lokuqala lomzekelo we-RLC. Umthathi-nxaxheba 2: “Ndicinga ukuba njengesigulana esamkelwe kwi-ICU ngaphambili, kufuneka siqwalasele iimvakalelo kunye neemvakalelo zabafundi abalinganiswayo. Ndiphakamisa lo mba kuba ngexesha lokwamkelwa kwam ndibone amanqanaba aphezulu oxinzelelo kunye noxinzelelo, ingakumbi phakathi kwabasebenzi abangoogqirha abagula kakhulu. kunye neemeko ezingxamisekileyo. Le modeli kufuneka iqwalasele uxinzelelo kunye neemvakalelo ezinxulumene nokulinganisa amava.” Umthathi-nxaxheba 16: “Kum njengotitshala, ndikufumanisa kubaluleke kakhulu ukusebenzisa indlela yePlus/Delta ukuze abafundi bakhuthazwe ukuba bathathe inxaxheba ngokukhutheleyo ngokukhankanya izinto ezilungileyo neemfuno abadibene nazo ngexesha lokulinganisa. Iindawo ekufuneka ziphuculwe.”
Nangona amanqanaba angaphambili emodeli ebaluleke kakhulu, inqanaba lohlalutyo/lokucamngca lelona libalulekileyo ekufezekiseni ukuphuculwa kokuqiqa kweklinikhi. Yenzelwe ukubonelela ngohlalutyo/ukwenziwa okuphambili kunye nohlalutyo olunzulu olusekelwe kumava eklinikhi, ubuchule, kunye nempembelelo yezihloko ezimiselweyo; inkqubo kunye nesakhiwo se-RLC; ubungakanani bolwazi olunikiweyo ukunqanda ukugqithiswa kwengqondo; ukusetyenziswa ngempumelelo kwemibuzo yokucamngca. iindlela zokufezekisa ukufunda okugxile kumfundi nokusebenzayo. Okwangoku, amava eklinikhi kunye nokuqhelana nezihloko zokulinganisa zahlulwe zibe ngamacandelo amathathu ukuze kuhlangatyezwane namanqanaba ahlukeneyo amava kunye nobuchule: okokuqala: akukho mava angaphambili obuchwephesha beklinikhi/akukho kuvezwa ngaphambili kwizihloko zokulinganisa, okwesibini: amava obuchwephesha beklinikhi, ulwazi kunye nezakhono/akukho. ukuvezwa kwangaphambili kwizihloko zokulinganisa. Okwesithathu: Amava obuchwephesha beklinikhi, ulwazi kunye nezakhono. Ukuvezwa kobuchwephesha/kwangaphambili kwizihloko zokulinganisa. Ukwahlulahlula kwenziwa ukuze kuhlangatyezwane neemfuno zabantu abanamava ahlukeneyo kunye namanqanaba obuchule kwiqela elinye, ngaloo ndlela kulungelelaniswa ukuthambekela koogqirha abangenamava amaninzi ekusebenziseni ukuqiqa okuhlalutyayo kunye nokuthambekela koogqirha abanamava ngakumbi ekusebenziseni izakhono zokuqiqa ezingezizo ezohlalutyo [19, 20, 34]. , 37]. Inkqubo ye-RLC yakhiwe ngokujikeleze umjikelo wokuqiqa kweklinikhi [10], isakhelo sokubonisa ukubonakalisa [47], kunye nethiyori yokufunda ngamava [50]. Oku kufezekiswa ngeenkqubo ezininzi: ukutolika, ukwahlulahlula, unxibelelwano, ukuqikelela kunye nokudibanisa.
Ukuze kuthintelwe ukugqithiswa kwengqondo, kuqwalaselwe ukukhuthaza inkqubo yokuthetha egxile kumfundi neyokucamngca enexesha elaneleyo kunye namathuba aneleyo abathathi-nxaxheba okucamngca, ukuhlalutya, kunye nokudibanisa ukuze kufikelelwe ekuzithembeni. Iinkqubo zokuqonda ngexesha le-RLC zijongwa ngeenkqubo zokudibanisa, ukuqinisekiswa, ukubumba, kunye nokudibanisa ngokusekelwe kwisakhelo se-double-loop [37] kunye nethiyori yomthwalo wokuqonda [48]. Ukuba nenkqubo yencoko ecwangcisiweyo kunye nokuvumela ixesha elaneleyo lokucamngca, kuthathelwa ingqalelo abathathi-nxaxheba abanamava nabangenamava, kuya kunciphisa umngcipheko onokubakho womthwalo wokuqonda, ngakumbi kwiimodeli ezintsonkothileyo ezinamava angaphambili ahlukeneyo, ukuvezwa kunye namanqanaba obuchule babathathi-nxaxheba. Emva kwesiganeko. Indlela yokubuza imibuzo yokucamngca yomzekelo isekelwe kwimodeli ye-taxonomic kaBloom [51] kunye neendlela zophando oluxabisayo (AI) [45], apho umququzeleli ongumzekelo esondela kwisifundo ngendlela yenyathelo nenyathelo, yeSocratic, kunye neyokucamngca. Buza imibuzo, uqala ngemibuzo esekelwe kulwazi, kwaye ujongane nezakhono kunye nemiba enxulumene nokuqiqa. Le ndlela yokubuza imibuzo iya kuphucula ukwenziwa ngcono kokuqiqa kweklinikhi ngokukhuthaza ukuthatha inxaxheba komthathi-nxaxheba osebenzayo kunye nokucinga okuqhubekayo kunye nomngcipheko omncinci wokugqithisa kwengqondo. Ezi mpendulo zilandelayo ezivela kwiqela elisebenzayo loyilo-kunye ziqwalaselwe ngexesha lesigaba sohlalutyo/sokucamngca sophuhliso lwemodeli ye-RLC. Umthathi-nxaxheba 13: “Ukuze siphephe ukugqithiswa kwengqondo, kufuneka siqwalasele ubungakanani kunye nokuhamba kolwazi xa sibandakanyeka kwiincoko zokufunda emva kokulinganisa, kwaye ukuze senze oku, ndicinga ukuba kubalulekile ukunika abafundi ixesha elaneleyo lokucamngca nokuqala ngeziseko. Ulwazi. luqala iincoko kunye nezakhono, emva koko ludlulela kumanqanaba aphezulu olwazi kunye nezakhono ukuze lufezekise ukuqonda.” Umthathi-nxaxheba 9: “Ndikholelwa kakhulu ukuba iindlela zokubuza imibuzo ezisebenzisa iindlela zoBugcisa bokuNceda (AI) kunye nemibuzo yokucamngca esebenzisa imodeli yeTaxonomy kaBloom ziya kukhuthaza ukufunda okusebenzayo kunye nokugxila komfundi ngelixa kunciphisa amathuba okuba nomngcipheko wokugqithiswa kwengqondo.” Isigaba sokuxoxisana ngemodeli sijolise ekushwankatheleni amanqaku okufunda aphakanyisiweyo ngexesha le-RLC kwaye siqinisekise ukuba iinjongo zokufunda ziyafezekiswa. Umthathi-nxaxheba 8: “Kubaluleke kakhulu ukuba umfundi kunye nomququzeleli bavumelane ngeengcinga ezibalulekileyo kunye nemiba ephambili ekufuneka iqwalaselwe xa kusenziwa.”
Imvume yokuziphatha ifunyenwe phantsi kweenombolo zeprotocol (MRC-01-22-117) kunye (HSK/PGR/UH/04728). Le modeli ivavanyiwe kwiikhosi ezintathu zobungcali zokulinganisa unyango olunzulu ukuze kuvavanywe ukusetyenziswa kunye nokusebenza kakuhle kwemodeli. Ukuqinisekiswa kobuso bemodeli kuhlolwe liqela elisebenzayo eliyilwe ngokubambisana (N = 18) kunye neengcali zemfundo ezisebenza njengabalawuli bezemfundo (N = 6) ukulungisa imiba enxulumene nenkangeleko, igrama, kunye nenkqubo. Emva kokuqinisekiswa kobuso, ukuqinisekiswa komxholo kumiselwe ngabafundisi-ntsapho abaphezulu (N = 6) abaqinisekiswe yi-American Nurses Credentialing Center (ANCC) kwaye basebenza njengabacwangcisi bezemfundo, kunye (N = 6) ababenamava angaphezu kweminyaka eli-10 emfundo nokufundisa. Amava oMsebenzi Uvavanyo lwenziwe ngabalawuli bezemfundo (N = 6). Amava okumisela. Ukuqinisekiswa komxholo kumiselwe kusetyenziswa i-Content Validity Ratio (CVR) kunye ne-Content Validity Index (CVI). Indlela yeLawshe [52] yasetyenziswa ukuqikelela i-CVI, kwaye indlela kaWaltz noBausell [53] yasetyenziswa ukuqikelela i-CVR. Iiprojekthi ze-CVR ziyimfuneko, ziluncedo, kodwa azifuneki okanye azinyanzelekanga. I-CVI inikwe amanqaku kwisikali samanqaku amane ngokusekelwe ekubalulekeni, ukulula, kunye nokucaca, apho u-1 = engafanelekiyo, u-2 = ufanelekile kancinci, u-3 = ufanelekile, kunye no-4 = ufanelekile kakhulu. Emva kokuqinisekisa ubunyani bobuso kunye nomxholo, ukongeza kwiindibano zokusebenzela ezisebenzayo, iiseshoni zokufundisa kunye nokufundisa zenziwa kootitshala abaza kusebenzisa le modeli.
Iqela lomsebenzi likwazile ukuphuhlisa nokuvavanya imodeli ye-RLC emva kokulinganisa ukuphucula izakhono zokuqiqa zeklinikhi ngexesha lokubandakanyeka kwi-SBE kwiiyunithi zokhathalelo olunzulu (Imifanekiso 1, 2, kunye no-3). I-CVR = 1.00, i-CVI = 1.00, ebonisa ukufaneleka kobuso kunye nomxholo ofanelekileyo [52, 53].
Le modeli yenzelwe iqela le-SBE, apho kusetyenziswa khona iimeko ezinomdla nezinzima kubathathi-nxaxheba abanamanqanaba afanayo okanye ahlukeneyo amava, ulwazi kunye nobudala. Imodeli yengcamango ye-RLC yaphuhliswa ngokwemigangatho yohlalutyo lokulinganisa indiza ye-INACSL [36] kwaye igxile kubafundi kwaye iyazichaza, kubandakanya imizekelo esetyenziweyo (Imifanekiso 1, 2 kunye no-3). Le modeli yaphuhliswa ngenjongo kwaye yahlulwahlulwa yangamanqanaba amane ukuze ihlangabezane nemigangatho yokumisela: ukuqala ngokuchaza, kulandele uhlalutyo olucingisisayo/ukwenziwa, kwaye kuphele ngolwazi kunye nesishwankathelo. Ukuze kuthintelwe umngcipheko onokubakho wokugqithiswa kwengqondo, isigaba ngasinye semodeli senzelwe ngenjongo njengemfuneko yesigaba esilandelayo [34].
Impembelelo yobudala kunye nezinto ezihambelanayo kwiqela ekuthatheni inxaxheba kwi-RLC ayizange ifundwe ngaphambili [38]. Ukuqwalasela iingcamango ezisebenzayo zethiyori ye-double loop kunye ne-cognitive overload kwi-simulation practice [34, 37], kubalulekile ukuqwalasela ukuba ukuthatha inxaxheba kwiqela le-SBE elinamava ahlukeneyo kunye namanqanaba obuchule babathathi-nxaxheba kwiqela elinye lokulinganisa kuyinselele. Ukungahoywa komthamo wolwazi, ukuhamba kunye nesakhiwo sokufunda, kunye nokusetyenziswa ngaxeshanye kweenkqubo zengqondo ezikhawulezayo nezicothayo ngabafundi besikolo samabanga aphakamileyo kunye nabafundi besikolo samabanga aphakamileyo abancinci kubeka umngcipheko wokugqithisa kwengqondo [18, 38, 46]. Ezi zinto ziqwalaselwe xa kuphuhliswa imodeli ye-RLC ukuze kuthintelwe ukuqiqa okungaphuhliswanga kakuhle kunye/okanye okungaphucukanga [18, 38]. Kubalulekile ukuqwalasela ukuba ukuqhuba i-RLC ngamanqanaba ahlukeneyo obudala kunye nobuchule kubangela impembelelo yokubusa phakathi kwabathathi-nxaxheba abaphezulu. Oku kwenzeka kuba abathathi-nxaxheba abaphambili badla ngokuphepha ukufunda iingcamango ezisisiseko, nto leyo ibalulekileyo kubathathi-nxaxheba abancinci ukuba bafikelele ekuqondeni kwaye bangene kwiinkqubo zokucinga kunye nokuqiqa ezikumgangatho ophezulu [38, 47]. Imodeli ye-RLC yenzelwe ukubandakanya abahlengikazi abaphezulu nabangaphantsi ngokubuza imibuzo enoxabiso kunye nendlela ye-delta [45, 46, 51]. Ngokusebenzisa ezi ndlela, iimbono zabathathi-nxaxheba abaphezulu nabangaphantsi abanezakhono ezahlukeneyo kunye namanqanaba amava ziya kuboniswa into nganye kwaye zixoxwe ngokucamngca ngumlawuli wengxoxo kunye nabahloli-zincwadi [45, 51]. Ukongeza kwigalelo labathathi-nxaxheba bokulinganisa, umququzeleli wengxoxo wongeza igalelo lakhe ukuqinisekisa ukuba zonke izinto eziqwalaselweyo ngokudibeneyo zigubungela ngokupheleleyo umzuzu ngamnye wokufunda, ngaloo ndlela kuphucula ukuqonda ukuze kuphuculwe ingqiqo yeklinikhi [10].
Ukuhamba kolwazi kunye nesakhiwo sokufunda kusetyenziswa imodeli ye-RLC kuthethwa ngaso ngenkqubo ecwangcisiweyo neyamanyathelo amaninzi. Oku kwenzelwa ukunceda abaququzeleli bodliwanondlebe kunye nokuqinisekisa ukuba umthathi-nxaxheba ngamnye uthetha ngokucacileyo nangokuzithemba kwinqanaba ngalinye ngaphambi kokuba aye kwinqanaba elilandelayo. Umphathi-nkqubo uya kuba nakho ukuqalisa iingxoxo ezicingisisiweyo apho bonke abathathi-nxaxheba bathatha inxaxheba, kwaye bafikelele kwinqanaba apho abathathi-nxaxheba abahlukeneyo abanamava kunye namanqanaba ezakhono bavumelana khona ngeendlela ezilungileyo kwinqaku ngalinye lengxoxo ngaphambi kokuba aye kwelilandelayo [38]. Ukusebenzisa le ndlela kuya kunceda abathathi-nxaxheba abanamava nabanobuchule babelane ngeminikelo/imibono yabo, ngelixa iminikelo/imibono yabathathi-nxaxheba abangenamava nabanobuchule iya kuvavanywa kwaye ixoxwe [38]. Nangona kunjalo, ukufezekisa le njongo, abaququzeleli kuya kufuneka bajongane nomceli mngeni wokulinganisela iingxoxo kunye nokubonelela ngamathuba alinganayo kubathathi-nxaxheba abaphezulu nabancinci. Ngenxa yoku, indlela yophando lwemodeli yaphuhliswa ngenjongo kusetyenziswa imodeli ye-taxonomic kaBloom, edibanisa uphando lovavanyo kunye nendlela yokongeza/i-delta [45, 46, 51]. Ukusebenzisa ezi ndlela kunye nokuqala ngolwazi nokuqonda imibuzo engundoqo/iingxoxo ezicingisisiweyo kuya kukhuthaza abathathi-nxaxheba abangenamava ukuba bathathe inxaxheba kwaye bathathe inxaxheba ngokukhutheleyo kwingxoxo, emva koko umqhubi uya kuhambela kwinqanaba eliphezulu lovavanyo kunye nokuhlanganiswa kwemibuzo/iingxoxo apho omabini amaqela kufuneka anike abathathi-nxaxheba be-Senior kunye ne-Juniors ithuba elilinganayo lokuthatha inxaxheba ngokusekelwe kumava abo angaphambili kunye namava ngezakhono zonyango okanye iimeko ezilinganisiweyo. Le ndlela iya kunceda abathathi-nxaxheba abangenamava ukuba bathathe inxaxheba ngokukhutheleyo kwaye bazuze kumava abiwe ngabathathi-nxaxheba abanamava ngakumbi kunye negalelo lomqhubi wengxoxo. Kwelinye icala, imodeli yenzelwe kungekuphela nje ii-SBE ezinezakhono ezahlukeneyo zokuthatha inxaxheba kunye namanqanaba amava, kodwa kunye nabathathi-nxaxheba beqela le-SBE abanamava afanayo kunye namanqanaba amandla. Le modeli yenzelwe ukwenza kube lula ukuhamba kweqela okuhamba kakuhle nokucwangcisiweyo ukusuka ekugxileni kulwazi nokuqonda ukuya ekugxileni ekuhlanganiseni nasekuvavanyeni ukufezekisa iinjongo zokufunda. Ulwakhiwo lwemodeli kunye neenkqubo zenzelwe ukufaneleka kumaqela eemodeli anezakhono ezahlukeneyo kunye namanqanaba amava alinganayo.
Ukongeza, nangona i-SBE kukhathalelo lwempilo kunye ne-RLC isetyenziselwa ukuphuhlisa ingqiqo yeklinikhi kunye nobuchule kwiingcali [22,30,38], nangona kunjalo, izinto ezifanelekileyo kufuneka ziqwalaselwe ezinxulumene nobunzima betyala kunye nemingcipheko enokubakho yokugqithiswa kwengqondo, ngakumbi xa Abathathi-nxaxheba bebandakanyeka kwiimeko ze-SBE zilinganiswe izigulane ezinzima kakhulu, ezigula kakhulu ezifuna ukungenelela ngokukhawuleza kunye nokwenza izigqibo ezibalulekileyo [2,18,37,38,47,48]. Ngenxa yesi sizathu, kubalulekile ukuqwalasela umkhwa wabathathi-nxaxheba abanamava nabangenamava kangako wokutshintsha ngaxeshanye phakathi kweenkqubo zokuqiqa zohlalutyo kunye nezingezizo ezohlalutyo xa bethatha inxaxheba kwi-SBE, kunye nokuseka indlela esekelwe kubungqina evumela abafundi abadala nabancinci ukuba bathathe inxaxheba ngokukhutheleyo kwinkqubo yokufunda. Ke ngoko, imodeli yenzelwe ngendlela yokuba, nokuba bubunzima betyala elilinganisiweyo elivezwayo, umququzeleli kufuneka aqinisekise ukuba iinkalo zolwazi kunye nokuqonda okungasemva kwabathathi-nxaxheba abadala nabancinci ziyagutyungelwa kuqala kwaye emva koko ziphuhliswe kancinci kancinci kwaye ziphuculwe ukuze kube lula uhlalutyo. ukuhlanganiswa nokuqonda. umba wovavanyo. Oku kuya kunceda abafundi abancinci bakhe kwaye badibanise oko bakufundileyo, kwaye bancede abafundi abadala badibanise kwaye baphuhlise ulwazi olutsha. Oku kuya kuhlangabezana neemfuno zenkqubo yokuqiqa, kuthathelwa ingqalelo amava angaphambili kunye nezakhono zomthathi-nxaxheba ngamnye, kwaye kube nefomathi ngokubanzi ejongana nomkhwa wabafundi bezikolo eziphakamileyo kunye nabafundi bezikolo eziphakamileyo abaphakathi kwababini ukuba ngaxeshanye batshintshe phakathi kweenkqubo zokuqiqa zohlalutyo kunye nezo zingahlalutyi, ngaloo ndlela kuqinisekiswa ukwenziwa ngcono kwengqiqo yeklinikhi.
Ukongeza, abaququzeleli/abaphembeleli bokulinganisa banokuba nobunzima ekuqondeni izakhono zokulinganisa. Ukusetyenziswa kwezikripthi zokulinganisa kukholelwa ukuba kuyasebenza ekuphuculeni ulwazi kunye nezakhono zokuziphatha zabaququzeleli xa kuthelekiswa nabo bangasebenzisi izikripthi [54]. Iimeko zizixhobo zokuqonda ezinokwenza lula umsebenzi wokwenza iimodeli zootitshala kwaye ziphucule izakhono zokulinganisa, ingakumbi kootitshala abasahlanganisa amava abo okudibanisa [55]. bafezekise ukusetyenziswa ngcono kwaye baphuhlise iimodeli ezisebenziseka lula. (Umfanekiso 2 kunye noMfanekiso 3).
Ukuhlanganiswa okulinganayo kwe-plus/delta, uphando olunombulelo, kunye neendlela zophando lwe-Bloom's Taxonomy akukajongwa kuhlalutyo lokulinganisa olukhoyo ngoku kunye neemodeli zokucamngca ezikhokelwayo. Ukuhlanganiswa kwezi ndlela kugxininisa ukuveliswa kwemodeli ye-RLC, apho ezi ndlela zihlanganiswe kwifomathi enye ukuze kufezekiswe ukuphuculwa kokuqiqa kweklinikhi kunye nokujolisa kwabafundi. Abafundisi bezonyango banokungenelwa kwiqela le-SBE lokubonisa imodeli besebenzisa imodeli ye-RLC ukuphucula nokuphucula izakhono zokuqiqa zabathathi-nxaxheba. Iimeko zemodeli zinokunceda ootitshala ukuba baqonde inkqubo yokuxoxisana ngokucingisisa kwaye baqinise izakhono zabo ukuze babe ngabaququzeleli abathembekileyo nabanobuchule bokuxoxisana.
I-SBE ingabandakanya iindlela ezahlukeneyo kunye neendlela, kuquka kodwa kungaphelelanga apho i-SBE esekelwe kwi-mannequin, ii-task simulators, ii-patient simulators, izigulane ezisemgangathweni, i-virtual kunye ne-augmented reality. Xa ucinga ukuba ingxelo yenye yezona ndlela zibalulekileyo zokubonisa imodeli, imodeli ye-RLC eqikelelweyo ingasetyenziswa njengemodeli yokunika ingxelo xa kusetyenziswa ezi ndlela. Ngaphezu koko, nangona imodeli yenzelwe izifundo zokonga, inokuthi isetyenziswe kwi-SBE yezempilo yobuchwephesha, nto leyo egxininisa imfuneko yamanyathelo ophando exesha elizayo ukuvavanya imodeli ye-RLC kwimfundo yobuchwephesha.
Uphuhliso kunye novavanyo lwemodeli ye-RLC emva kokulinganisa yokhathalelo lokonga kwiiyunithi zokhathalelo olunzulu ze-SBE. Uvavanyo/ukuqinisekiswa kwexesha elizayo kwemodeli kuyacetyiswa ukwandisa ukwenzeka ngokubanzi kwemodeli ukuze isetyenziswe kwezinye iinkalo zokhathalelo lwempilo kunye ne-SBE yobuchwephesha.
Le modeli yaphuhliswa liqela elisebenzayo elihlangeneyo elisekwe kwithiyori nakwingcamango. Ukuphucula ukufaneleka kunye nokuqheleka kwemodeli, ukusetyenziswa kwemilinganiselo yokuthembeka ephuculweyo kwizifundo zokuthelekisa kunokuqwalaselwa kwixesha elizayo.
Ukuze kuncitshiswe iimpazamo zokuziqhelanisa, oogqirha kufuneka babe nezakhono ezisebenzayo zokuqiqa ngeklinikhi ukuqinisekisa ukwenziwa kwezigqibo zeklinikhi ezikhuselekileyo nezifanelekileyo. Ukusebenzisa i-SBE RLC njengendlela yokuxoxisana kukhuthaza uphuhliso lolwazi kunye nezakhono ezisebenzayo ezifunekayo ukuphuhlisa ukuqiqa ngeklinikhi. Nangona kunjalo, uhlobo olunemilinganiselo emininzi yokuqiqa ngeklinikhi, olunxulumene namava angaphambili kunye nokuvezwa, utshintsho kubuchule, umthamo kunye nokuhamba kolwazi, kunye nobunzima beemeko zokulinganisa, kugxininisa ukubaluleka kokuphuhlisa iimodeli ze-RLC emva kokulinganisa apho ukuqiqa ngeklinikhi kunokusetyenziswa khona ngokusebenzayo nangokusebenzayo. Ukungazinaki ezi zinto kunokubangela ukuqiqa ngeklinikhi okungaphuhliswanga kakuhle kunye nokungaphucukanga. Imodeli ye-RLC yaphuhliswa ukujongana nezi zinto ukuze kuphuculwe ukuqiqa ngeklinikhi xa kuthatyathwa inxaxheba kwimisebenzi yokulinganisa iqela. Ukufezekisa le njongo, imodeli ngaxeshanye idibanisa uphando oludibanisa kunye/noluncinci kunye nokusetyenziswa kwe-taxonomy kaBloom.
Iiseti zedatha ezisetyenzisiweyo kunye/okanye ezihlalutyiweyo ngexesha lophando lwangoku ziyafumaneka kumbhali ohambelanayo xa kuceliwe ngokufanelekileyo.
UDaniel M, uRencic J, uDurning SJ, uHolmbo E, uSanten SA, uLang W, uRatcliffe T, uGordon D, uHeist B, uLubarski S, uEstrada KA. Iindlela zokuvavanya ingqiqo yeklinikhi: Iingcebiso zokuphonononga kunye nokuziqhelanisa. I-Academy of Medical Sciences. 2019;94(6):902–12.
U-Young ME, uThomas A., uLubarsky S., uGordon D., uGruppen LD, uRensich J., uBallard T., uHolmboe E., uDa Silva A., uRatcliffe T., uSchuwirth L. Uthelekiso loncwadi malunga nokuqiqa kwezonyango phakathi kwemisebenzi yezempilo: uphononongo lokuhlola. I-BMC Medical Education. 2020;20(1):1–1.
UGuerrero JG. Imodeli yokuQondanisa yeNgcali yoLondolozo: Ubugcisa neSayensi yokuQondanisa ngeKlinikhi, Ukwenza izigqibo, kunye nokugweba kwiNgcali. Vula ijenali yomongikazi. 2019;9(2):79–88.
U-Almomani E, u-Alraouch T, u-Saada O, u-Al Nsour A, u-Kamble M, uSamuel J, u-Atallah K, u-Mustafa E. Ingxoxo yokufunda ecamngcayo njengendlela yokufunda yeklinikhi kunye nendlela yokufundisa kwinkathalo ebalulekileyo. Ijenali yezoNyango yaseQatar. 2020;2019;1(1):64.
UMamed S., uVan Gogh T., uSampaio AM, ude Faria RM, uMaria JP, uSchmidt HG Izakhono zokuxilonga zabafundi zizuza njani ekusebenzeni ngeemeko zonyango? Iziphumo zokucamngca okucwangcisiweyo ekuxilongweni kwexesha elizayo kwezifo ezifanayo nezintsha. I-Academy of Medical Sciences. 2014;89(1):121–7.
UTutticci N, uTheobald KA, uRamsbotham J, uJohnston S. Ukuhlola iindima zomjongi kunye nokuqiqa kweklinikhi ekulinganiseni: uphononongo lokuhlola. Uqheliso lweMfundo yabaNgcali ngo-2022 Jan 20: 103301.
Edwards I, Jones M, Carr J, Braunack-Meyer A, Jensen GM. Amaqhinga okuqiqa ngeklinikhi kunyango lomzimba. Physiotherapy. 2004;84(4):312–30.
UKuiper R, uPesut D, uKautz D. Ukukhuthaza ukuzilawula kwezakhono zokuqiqa ngeklinikhi kubafundi bezonyango. Umhlengikazi we-Open Journal 2009;3:76.
ULevett-Jones T, uHoffman K, uDempsey J, uJeon SY, uNoble D, uNorton KA, uRoche J, uHickey N. "Amalungelo Amahlanu" okuQonda ngeKliniki: Imodeli yeMfundo yoPhuculo loBuchule beKliniki abafundi abangongikazi ekuchongeni nasekulawuleni izigulana ezisengozini. Imfundo yoBongikazi namhlanje. 2010;30(6):515–20.
UBrentnall J, uThackray D, uJudd B. Ukuvavanya ingqiqo yezonyango yabafundi bezonyango kwiindawo zokubeka kunye nokulinganisa: uphononongo olucwangcisiweyo. Ijenali yeHlabathi yoPhando lweNdalo, iMpilo yoLuntu. 2022;19(2):936.
UChamberlain D, uPollock W, uFulbrook P. Imigangatho ye-ACCCN yoLondolozo lweNkathalo eBalulekileyo: Uhlolo oluCwangcisiweyo, uPhuhliso loBungqina kunye noVavanyo. I-Emergency Australia. 2018;31(5):292–302.
UCunha LD, uPestana-Santos M, uLomba L, uReis Santos M. Ukungaqiniseki kwingqiqo yeklinikhi kunyango lwe-postanesthesia: uphononongo oludibeneyo olusekelwe kwiimodeli zokungaqiniseki kwiindawo ezintsonkothileyo zempilo. J Perioperative Nurse. 2022;35(2):e32–40.
URivaz M, uTavakolinia M, uMomennasab M. Indawo yokusebenza yobungcali yabahlengikazi abakhathalelwa kakhulu kunye nokudibana kwayo neziphumo zobuhlengikazi: uphando lokumisela imodeli ye-equation yolwakhiwo. I-Scand J Caring Sci. 2021;35(2):609–15.
USuvardianto H, uAstuti VV, Ubuchule. Utshintshiselwano lweJenali yoLondolozo kunye neMisebenzi yoNyango oluBalulekileyo lwabaNesi abaFundi kwiYunithi yoNyango oluBalulekileyo (JSCC). UMAGAZINI WE-STRADA u-Ilmia Kesehatan. 2020;9(2):686–93.
ULiev B, uDejen Tilahun A, uKasyu T. Ulwazi, izimo zengqondo kunye nezinto ezinxulumene novavanyo lomzimba phakathi kwabahlengikazi beyunithi yokhathalelo olunzulu: uphando olubandakanya amacandelo amaninzi. Uphando olusebenzayo kunyango olubalulekileyo. 2020;9145105.
USullivan J., uHugill K., uA. Elraush TA, uMathias J., uAlkhetimi MO Ukuphunyezwa kovavanyo lwesakhelo sobuchule sabahlengikazi nababelekisi kwimeko yenkcubeko yelizwe elikuMbindi Mpuma. Uqeqesho lokufundisa abahlengikazi. 2021;51:102969.
UWang MS, uThor E, uHudson JN. Ukuvavanya ubunyani benkqubo yokuphendula kwiimvavanyo zokuvumelana kweskripthi: Indlela yokucinga ngokuvakalayo. Ijenali yeHlabathi yeMfundo yezoNyango. 2020;11:127.
Kang H, Kang HY. Imiphumo yemfundo yokulinganisa kwizakhono zokuqiqa zeklinikhi, ubuchule beklinikhi, kunye nolwaneliseko lwemfundo. J Korea Academic and Industrial Cooperation Association. 2020;21(8):107–14.
UDiekmann P, uThorgeirsen K, uKvindesland SA, uThomas L, uBushell W, uLangley Ersdal H. Ukusebenzisa imodeli ukulungiselela nokuphucula iimpendulo zokuqhambuka kwezifo ezisulelayo ezifana ne-COVID-19: iingcebiso ezisebenzayo kunye nezixhobo ezivela eNorway, eDenmark naseGreat Britain. Imodeli ephucukileyo. 2020;5(1):1–0.
ULiose L, uLopreiato J, uMseki uD, uChang TP, uRobertson JM, uAnderson M, uDiaz DA, eSpain u-AE, abahleli. (Umhleli oNxulumeneyo) kunye neQela eliSebenzayo leSigama kunye neeNgqiqo, iDictionary of Healthcare Modeling - Uhlelo lwesiBini. uRockville, MD: iArhente yoPhando noMgangatho wezeMpilo. uJanuwari 2020: 20-0019.
UBrooks A, uBrachman S, uCapralos B, uNakajima A, uTyerman J, uJain L, uSalvetti F, uGardner R, uMinehart R, uBertagni B. Inyani eyongeziweyo yokulinganisa ukhathalelo lwempilo. Inkqubela phambili yamva nje kwitekhnoloji yezigulane ebonakalayo yempilo-ntle ebandakanya wonke umntu. Ukudibanisa kunye nokulinganisa. 2020;196:103–40.
U-Alamrani MH, u-Alammal KA, u-Alqahtani SS, uSalem OA Uthelekiso lweziphumo zokulinganisa kunye neendlela zokufundisa zemveli kwizakhono zokucinga ngokucokisekileyo kunye nokuzithemba kwabafundi bobuhlengikazi. IZiko loPhando loBuhlengikazi le-J. 2018;26(3):152–7.
UKiernan LK Ukuvavanya ubuchule kunye nokuzithemba usebenzisa iindlela zokulinganisa. Ukhathalelo. 2018;48(10):45.
Ixesha leposi: Jan-08-2024