合作学习在护理本科临床专业课教学中的应用

目的评价合作学习在护理本科临床专业课教学中的应用效果。方法针对我院2009级和2010级本科生,在临床护理学-活动/休息课堂教学中的小组讨论、实验教学的情境模拟和示教室练习以及临床学习中采用合作学习方式。结果所有学生均认为有必要采用合作学习方式,99.07%的学生对合作学习的组织与安排感到满意,认为合作学习方式有助于对教学内容的理解和掌握,对培养团队精神、提高分析解决问题能力、提高沟通交流能力等都有较大帮助。两个年级该课程成绩分别为(86.01±4.27)分和(86.34±4.15)分,及格率均100%。结论合作学习应用于护理本科临床专业课中取得了较好的教学效果,受到了学生认可。     

合作学习法对护理本科生自主学习能力的影响研究

目的探讨合作学习法在健康教育学教学中的应用及效果评价。方法以204名护理本科生为教学对象,在健康教育学课程中采用合作学习法,在课程开始前及结束后,分别用自主学习能力量表对学生进行测量。结果课程结束后学生的自主学习能力总分及各维度得分高于课程开始前(P相似文献   

不同气质类型护理本科生学习策略研究

[目的]了解护理本科生的气质类型和学习风格,为不同气质类型的学生提供学习方法参考策略.[方法]采用艾森克人格问卷(EPQ)和所罗门学习风格量表对84名在校护理本科生进行问卷调查,并与中国常模进行比较.[结果]EPQ量表E分值高于中国常模(P<0.05);胆汁质的人以活跃型(0.632)、感悟型(0.622)、视觉型(0.784)、序列型(0.514)的学习风格为主,多血质的人以沉思型(0.526)、感悟型(0.553)、视觉型(0.841)、综合型(0.526)的学习风格为主,黏液质的人以活跃型/沉思型(0.500)、直觉型(0.667)、视觉型(0.667)、序列型(0.833)的学习风格为主,抑郁质的人以活跃型/沉思型(0.500)、感悟型/直觉型(0.500)、视觉型(1.000)、综合型(1.000)的学习风格为主.[结论]通过测定结果分析,护理本科生气质类型的差异导致相应的学习风格特点.     

小组合作性学习对护理本科学生自主学习能力的影响

[目的]探讨小组合作性学习对护理本科学生自主学习能力的影响。[方法]将2009级46名普通班学生设为对照组,将2009级40名急危重症班学生设为实验组,在儿科护理学教学中对照组采用传统教学法,实验组采用小组合作性学习的教学方法,并于课程结束时采用自主学习能力量表评价两组学生的自主学习能力。[结果]实验组学生自主学习能力得分明显高于对照组(P<0.05)。[结论]小组合作性学习有利于提高护理本科学生的自主学习能力。     

护理本科生学习策略水平与学业自我效能感的相关性研究

目的 调查护理本科生学习策略使用水平和学业自我效能感现状,分析学习策略使用能力与学业自我效能感的相关性.方法 采用《大学生学习策略问卷》和《学业自我效能感问卷》,对3个年级共346名护理本科生进行调查.结果 护理本科生学习策略总分(67.32±8.54)分;学业自我效能感总分(22.54±2.27)分;学习策略总分、元认知策略、创新策略与学业自我效能感存在相关性.结论 护理本科生的学习策略使用水平与学业自我效能感相关,故应通过增强学生的学业自我效能感提高学习策略的使用水平,从而促进其自主学习能力和终身学习能力的发展.     

Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students

BackgroundEvidence-based practice (EBP) is considered a key competence for practicing high-quality and safe nursing. However, undergraduate nursing programs continue to provide traditional classroom teaching strategies that have limitations in facilitating the development of critical competences for engaging in EBP in real clinical contexts.Objective and designThe purpose of this study was to develop a web-based experiential learning program aimed at improving the engagement and experience of nursing students in EBP. A quasi-experimental research with non-equivalent control-group with non-synchronized design was used to describe the process of program development and the innovative learning method, and discuss the outcomes of the program.MethodsThe experimental group was exposed to a web-based experiential learning program, while the control group received traditional learning with written material. Self-reported EBP scores (knowledge and skills, attitude, and practice) and clinical-questioning confidence were evaluated to assess the effects of the program.ResultsThe result showed that web-based experiential learning strategies were effective in significantly improving the EBP knowledge and skills score (F = 12.29, p = .001) and the score for confidence in asking clinical questions (F = 12.14, p = .001). The attitudes toward EBP (F = 0.75, p = .389) and practice score (F = 3.22, p = .076) did not show a significant difference between the experimental group and the control group.ConclusionThe web-based experiential learning was found to be an effective method for enhancing the EBP competence of nursing students. Based on the study results, we suggest using web-based experiential learning to supplement the traditional learning method or as the mainstream learning method for nursing students.     

护理本科生自主学习准备度的调查研究

目的调查护理本科在校生自主学习准备度的现状。方法采用中文版自主学习准备度量表对693名护理本科生进行调查。结果护理本科生自主学习准备度总分为(146.44±18.82)分,其中≥160分的有162名(23.38%)。来自城镇的学生自主学习准备度得分高于来自农村的学生;担任班干部的学生自主学习准备度得分高于未担任班干部者;3年级学生的自主学习准备度得分高于2年级和1年级的学生,1年级学生得分高于2年级;对教师满意的学生自主学习准备度得分高于对教师不满意的学生(P<0.01或P<0.05)。结论护理本科生的自主学习准备度偏低,应重视其自主学习准备度的培养,可通过教学方法的改进,提高学生对教师的满意度及增强班干部带头模范作用等方法来提高护理本科在校生的自主学习准备度。     

护理本科生护理专业英语学习需求分析

目的:分析护理本科生在开设护理专业英语课程前的学习需求。方法:对107名护生进行调查,采用百分率分析数据。结果:在开设课程前,对护生目前英语水平、对护理专业英语的认识、学习护理专业英语的目的及想要达到的目标、教材、教师、教学方法等方面进行了解。结论:分析护生的学习需求,达到了改进护理专业英语教学的目的。     

护理本科生导演《老年护理》实践课的体会

本文以原发性高血压为例,介绍学生策划并完成社区老年护理实践课,并对老年高血压患者免费进行护理服务。学生通过自导自演的《老年护理》实践课亲身实践社区老年护理的过程,从内心感悟了老年护理工作的责任,提高了团队意识、责任意识、综合素质及学习兴趣。     

Collaborative learning among undergraduate students in community health nursing

Teamwork can benefit students, enhancing their ability to think critically, solve problems creatively, and collaborate effectively. We piloted a collaborative learning project with undergraduate community health nursing students (N = 83) that entailed working in teams to explore epidemiologic data, synthesize the literature, and develop an evidence-based plan for nursing intervention and evaluation pertaining to a public health issue. Project evaluation consisted of pre- and post-project surveys by students, peer evaluation, and formative and summative evaluation by faculty. Having students work in teams, while challenging both for faculty and students, may be a viable strategy for preparing the next generation of nurses for inter- and intraprofessional collaboration. Our experience suggests that instituting a collaborative learning experience as part of an undergraduate course in community health nursing can be an effective way to expose students to constructive approaches to teamwork and prepare them for evidence-based nursing practice in the future.     

合作学习在本科《护理研究》教学中的应用

目的探讨合作学习在本科《护理研究》教学中的应用效果。方法在2003级护理本科的《护理研究》课教学中实施该方法,在课后进行问卷调查和学生成绩的分析。结果合作学习法有助于培养学生合作的精神和竞争意识,可以弥补一个教师难以面向有差异的众多学生教学的不足,真正实现使每个学生都得到发展的目标;同时这种教学方法激发了学生的主观能动性,培养了创新性思维能力,增强了自主学习、合作、交流、分析与解决问题等能力。结论合作学习是提高《护理研究》课教学质量的有效教学方法。     

Effects of Web-based instruction on learning behaviors of undergraduate and graduate students

Web-based instruction requires transformation from traditional teaching strategies to directed independent learning. Careful attention must be given to the creation of effective interactive learning experiences that foster student-to-student and student-to-faculty interactions (l). How content is learned, the effects of the use of computers on learning, and perceived barriers to learning must all be evaluated. Students' responses to Web-based education must also be considered. This article describes the response of 58 undergraduate and 13 graduate students to their initial experiences with Web-based instruction (WBI). While the educational levels of the students and the courses in which the transition to WBI took place differed for the two groups, their computer expertise did not, and similar responses to Web-based learning were noted. Differences in the types of courses and the expertise of the two faculty with regard to WBI also contributed to the production of some dissimilar responses.     

护理本科生实习压力应对方式的研究

目的了解护理本科生应对实习压力的方式。方法采用立意取样法,对已完成10个月临床实习的23名护理本科生进行半结构式访谈,对访谈资料进行内容分析,提取主题。结果护理本科生实习压力应对方式包括解决问题、调整思考问题的方式、求助、转移实习压力、适应实习压力。其中解决问题的方式使用最多,求助的方式使用最少。结论在对护理本科生的实习管理与指导上应给予有效的支持,并鼓励实习生分享和采用积极应对方式,有效应对实习压力。     

护理专业远程学习者自我效能感情况调查分析

目的了解护理专业远程学习者网络学习自我效能感现状,为提升网络学习效果并提高远程教育质量提供一定依据。方法采取方便抽样方法,选取长沙市某一护理远程教育教学点自愿参与本次调查研究的网络教育护理本科学生189名,采用自制的一般情况调查表和网络学习自我效能感问卷进行调查。结果护理专业远程学习者网络自我效能感得分为(2.40±0.51)分,其中网络学习特殊效能感得分和网络学习一般效能感得分为(2.36±0.52)分和(2.56±0.53)分。多元线性回归分析结果表明工作年限、上网技能水平和自学能力水平是护理专业远程学习者网络学习自我效能感的主要影响因素。结论护理专业远程学习者网络学习自我效能感处于较低水平,较多护理专业远程学习者存在不同方面的上网操作技能困难,独立完成网络学习情况也不乐观。需探索积极有效的措施切实提高广大在职护理人员在远程教育学习过程中的自我效能感。     

Giving undergraduate nursing students international experiences: Issues and strategies

Educational institutions began international student placements or exchanges in earnest in the 1990s, with varying degrees of success. Although nursing education in a number of countries has embraced giving undergraduate students the opportunity of international experiences, this is still not the norm in many countries, nor within all nursing schools within a country. In our rapidly globalizing world, it is critical that students are given opportunities internationally to be better prepared for practice, to achieve a global mindset, and to take their place as future global citizens through international experiences. Evidence from the literature shows positive effects on nurses having had international experiences to broaden their horizons, examine other cultures, grow their cultural competence, share and gain knowledge with others, and build their capacity for future practice in an increasingly globalized world. Our focus here is on providing students with short‐term undergraduate exchanges or placements in international settings, and encouragement for nursing institutions to develop international partnerships that are sustainable. Some implications for nurse educators and other staff involved in international exchanges are also considered.     

Interactive videodisc: its place in today's nursing curricula.

The need for nurse educators to realistically assess interactive videodisc technology is readily apparent when one considers the analyzed educational benefits of that medium. Skills of discrimination, generalization, and sequencing are particularly targeted for the population of nursing students because these abilities are necessary for problem solving, analysis, nursing diagnosis, and conceptual learning. However, in these times of limited resources one must carefully evaluate the necessary expenditures versus the perceived advantages of the technology. This article reviews the literature on educational applications of videodisc technology and reports on a survey of videodisc use at 504 National League of Nursing (NLN) accredited baccalaureate programs. Results of this study validate the current cautious approach to implementing interactive videodisc technology in nursing programs.     

Teaching undergraduate students community nursing: using action research to increase engagement and learning

Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice.