形成性评价对护理本科生自主学习能力的影响研究

目的探讨形成性评价对护理本科生自主学习能力的影响。方法选取2010级104名护理本科生为研究对象,1班52名为试验组,2班52名为对照组。试验组运用形成性评价教学和评价方式,对照组采用终结性评价方法。课程结束后,采用自主学习能力评定量表和课程满意度问卷对学生进行调查。结果试验组学生自主学习能力总分及学习意识、学习策略、学习行为、学习评价和人际交流得分均高于对照组(P<0.05);试验组学生在授课方式、教学安排、考评方式的满意度高于对照组(P<0.05)。结论形成性评价得到了学生认可,且能提高护理本科生的自主学习能力。

The effectiveness of formative assessment on self-directed learning among undergraduate nursing students

Objective To evaluate the effectiveness of formative assessment on self-directed learning among undergraduate nursing students. Methods Totally 104 undergraduate nursing students in Grade 2010 were recruited in this study. Fifty-two students in the experimental group received formative assessment,while the other 52 students in the control group received traditional outcome assessment. The students were investigated with Self-Rating Scale for Self-Directed Learning（SRSSDL） and a self-designed satisfaction questionnaire at the end of the course. Results The students＇ total score of self-directed learning and factor scores in learning awareness,learning strategies,learning activities,evaluation and interpersonal skills in the experimental group were significantly higher than those of the control group （P〈0.05）. Moreover,the students were more satisfied with the assessment method in the experimental group（P〈0.05）. Conclusion Formative assessment is accepted by baccalaureate nursing students and can improve their self-directed learning.