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无障碍技术课程设计实践,促进包容性在护理教育
Suhasini Kotcherlakota1, Patrick Rejda, Lynnette Leeseberg Stamler
1Assistant Professor (Drs Kotcherlakota and Kupzyk), Instructional Technologist II (Mr Rejda), and Emeritus Professor (Dr Stamler), College of Nursing, University of Nebraska Medical Center, Omaha.
Nurse educator
|August 9, 2023
概括
在护理课程中提高教师的可访问性,大大提高了学生的参与度和包容性. 可访问性工具有效地在两个学期内测量了这些改进.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 高等教育 高等教育
背景情况:
- 护理学生表现出多样化的学习需求,需要包容性的教学方法.
- 全面设计学习 (UDL) 提供了一个适应各种学习风格的框架.
- 可访问性工具对于评估教师在创建可访问护理课程方面的有效性至关重要.
研究的目的:
- 评估可访问性软件对测量护理课程由教师领导的改进的影响.
- 在两个学期的护理课程中评估学生参与度的变化.
- 分析提高课程可访问性和学生参与度之间的相关性.
主要方法:
- 进行了对100个护理课程的定量分析.
- 每个课程的可访问性指标都以一年的时间隔离进行了测量.
- 记录了教师改善课程可访问性的努力.
主要成果:
- 在大多数护理课程中,课程可访问性得分的同比显著增加.
- 学生对课程材料和资源的利用率显示出明显的上升趋势.
- 详细介绍了从教师实施中获得的定性见解和经验教训.
结论:
- 在护理课程中实施可访问性改进是非常有益的.
- 提高课程可访问性与增加学生参与度相关.
- 这些发现强调了UDL原则在护理教育中促进包容性的价值.
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