促成互动:对护士教育工作者如何使用基于模拟的学习方法进行基础理论研究
Kari Røykenes1, Monika Kvernenes2, Tove Giske1
1Institute of Nursing, Faculty of Health Studies, VID Specialized University, Bergen, Norway.
BMC nursing
|October 11, 2023
概括
护士教育者使用四个关键策略来增强学生的基于模拟的学习. 这些策略包括使模拟,自我发展,学生准备合法化,并定制学习体验,以最大限度地提高学生的参与度和学习成果.
科学领域:
- 护理教育 护理教育
- 健康 专业 教育 卫生 专业 教育
- 基于模拟的学习
背景情况:
- 基于模拟的学习是护理和卫生专业的重要教学策略.
- 教师在基于模拟的学习中扮演着关键角色.
- 了解教育工作者的观点是理论化基于模拟的学习的关键.
研究的目的:
- 探索护士教育工作者与基于模拟的学习的经验.
- 确定护士教育者在基于模拟的学习中使用的策略.
主要方法:
- 在2018年至2021年期间,与八名护士教育工作者进行了深入采访.
- 使用常量比较分析与古典基础理论方法.
主要成果:
- 护士教育工作者最关心的是在模拟中最大限度地提高学生的学习空间.
- 确定了四种策略:使模拟合法化,自我发展,为学生做好准备和定制模拟.
- 这些策略形成了"努力互动"的基础理论,以合法化和自我发展为背景,学生的准备和定制为前景.
结论:
- "努力互动"理论强调了教育工作者在优化模拟学习空间时所面临的复杂性.
- 策略取决于背景,受到组织气候,资源和学生个体需求的影响.
- 关键策略包括使模拟合法化,追求自我发展,准备学生和定制模拟.
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