The questioning skills of tutors and students in a context based baccalaureate nursing program

This paper explores, describes and compares the types and levels of questions asked by 30 randomly selected tutors (nurse educators) and their 314 students in context-based learning tutorial seminars in a Canadian baccalaureate nursing program. Thirty 90-min seminars were audio taped, transcribed and coded using a Questioning Framework designed for this study. The framework includes types and levels of questions, related wording and examples. The results of this study indicate that the majority of questions asked by tutors and students in the first three years of the program were framed at the low level (knowledge, comprehension, and application) and were aimed at seeking yes/no responses and factual information more so than probing. Although these questions are important to facilitate the teaching/learning process, educators and students need to increase the number of questions requiring analysis, synthesis, and evaluation as well as questions that involve probing, exploration, and explanation - questions believed to activate and facilitate critical thinking skills. Recommendations include the need for students and tutors to be taught how to question, the creation of a supportive environment for questioning and the use of appropriate strategies to teach the use of higher order questions. Future research using a cross sectional longitudinal design and qualitative approaches are also recommended. This study has direct implications for enhancing student learning and the development of nurse educators.     

临床护理教师胜任素质的研究进展

文章综述了国内外临床护理教师胜任素质的内容及评价工具的研究进展。根据对现有研究的分析,建议我国学者重视临床护理教师软实力的研究,并进一步加强临床护理教师胜任素质评价工具的实用性。     

临床护理教师评价量表的研制

目的形成由学生作为评价者的临床护理教师评价量表.方法通过采用90名护士学生对28名临床护理教师在教学过程中的表现的评价数据,测量量表的效度和信度.结果量表的内容效度指数为0.813.结构效度分析显示有3个主成分.效标关联效度的Pearson相关系数为0.866;量表34项条目的Cronbach's α系数为0.9792.重测信度为0.728.结论临床护理教师评价量表包括3个部分:师生关系,教学组织,临床护理工作,共34项条目.量表具有较好的心理测量学特征.     

以护理技能大赛为引领的高职护理教学改革

宜春职业技术学院以护理技能大赛为引领,通过对课程标准、课程设置、教学方式、教学评价、师资队伍、校园文化的建设,促进高职护理教育教学改革,提高护理人才培养质量,为其他护理高职院校的发展提供借鉴。