在柬埔寨的基于案例的学习过程中了解护理学生的能力:一个融合混合方法研究研究
Kyoko Koto-Shimada1, Rogie Royce Carandang2, Akira Shibanuma3
1Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033, Japan. kkoto-shimada@umin.ac.jp.
BMC nursing
|August 11, 2023
概括
基于案例的学习 (CBL) 在护理教育中,特别是在小组环境中,提高了学生的能力. 对教师和教师的教学满意度是提高护理技能和弥合低收入国家的理论与实践差距的关键.
科学领域:
- 护理教育 护理教育
- 基于能力的教育 基于能力的教育
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 全球护理教育正在向基于能力的教育 (CBE) 转变.
- 基于案例的学习 (CBL) 是一种教育方法,可以培养护理学生的批判性思维,问题解决和专业价值观.
- 有效实施CBL需要文化适应,特别是在柬埔寨等低收入和中等收入国家.
研究的目的:
- 检查与柬埔寨护理学生能力水平相关的因素.
- 探索学生,教师和教师对基于案例的学习 (CBL) 教学学习活动的看法.
- 评估在护士教育中关于CBL的定性和定量发现之间的一致性.
主要方法:
- 这是一项融合的混合方法研究,涉及719名第三年护理学生,38名教师和37名教师.
- 数据收集包括从2019年6月到9月的跨部门调查和焦点小组讨论 (FGD).
- 定量分析采用了多重线性回归,而定性数据则进行了主题内容分析,并集成了并排联合显示.
主要成果:
- 定量和定性数据证实,基于案例的学习 (CBL) 经验,特别是在课堂和临床实践中的小组环境中,与更高的护理能力相关.
- 调查结果表明,在参与CBL时,学生对教师和教师的教学表示更高的学术满意度.
- 综合分析支持并扩展了学生对整体教育计划的学术满意度.
结论:
- 基于团队的基于案例的学习 (CBL) 经验和学生对教师/教师教学的满意度显著提高了护理学生能力的发展.
- 学生对教育计划设计和交付的满意度为减少低收入和中等收入国家的理论与实践差距提供了政策影响.
- 文化适应的基于案例的学习 (CBL) 对于有效的基于能力的护理教育至关重要.
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