不同录取批次护理本科生学习投入情况的比较研究

目的了解以高考第一批次和第三批次录取的护理本科生学习投入的差异,为探索制定差异化的人才培养方案提供参考。方法应用学习投入问卷对中国医科大学以第一批次本科分数线录取的142名护理本科生和以第三批次本科生分数线录取的196名护理本科生进行调查。结果第一批次和第三批次的护理本科护生的学习投入问卷的评分分别为(57.86±15.27)分和(49.11±1.06)分,差异有统计学意义(P0.05)。护理本科生学习投入程度可归为四类,其中1类学生在学习投入程度最高,2类和3类居中,4类最低,第一批次护理本科生1~4类的比例分别为26.06%、32.39%、34.51%、6.34%,第三批次护理本科生学习投入1~4类的比例分别为10.20%、32.65%、40.82%、16.33%,护理本科生各学习投入类别间差异有统计学意义(P均0.05)。结论不同批次护理本科生的学习投入程度存在差异,教育工作者应结合学生的学习特点,展开有针对性的教育。

Comparative study on the learning engagement of nursing undergraduates with different batches of college admission

Objective To investigate the differences of learning engagement between nursing undergraduates with the first- batch of college admission and those with the third - batch of college admission, and to provide a basis for developing the program with cultivating different - level students. Methods Learning engagement questionnaires were used to survey 142 nursing un- dergraduates with the first - batch of college admission and 196 nursing undergraduates with the third - batch of college admission in China Medical University. Results The scores of learning engagement questiormaires of the 142 and the 196 nursing un- dergraduates were （57.86± 15.27） and （49.11 ± 1.06） respectively, with statistically significant differences （P 〈 0.05）. The nursing undergraduates＇ learning engagement could be classified into 4 categories, of which the undergraduates of category I had the highest learning engagement, those of category Ⅱ and category Ⅲ were neither the best nor the worst, while those of catego- ry IV had the lowest. The proportions of learning engagement categories I, Ⅱ, Ⅲ and IV in nursing undergraduates with the first - batch of college admission were 26.06%, 32.39%, 34.51% and 6.34% respectively. The proportions of learning en- gagement categories I, Ⅱ, Ⅲ and IV in nursing undergraduates with the third - batch of college admission were 10.20%, 32.65 %, 40.82 % and 16.33 % respectively. There were statistically significant differences in the 4 categories of learning en- gagement among nursing undergraduates with different batches of college admission （all P 〈 0.05）. Conclusions There are significant differences in the degree of learning engagement among nursing undergraduates with different batches of college admis- sion. Medical educators should develop targeted education based on the students＇ learning traits.