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一个探索性研究的本科护理学生的经验小组工作在区块模型教学模型的教学

Susan Irvine¹, Kathy Tangalakis

¹About the Authors Susan Irvine, RN, PhD, MN (Research), Grad Dip Pal Care, GCHPE, is a senior lecturer, Victoria University, Victoria, Australia. Kathy Tangalakis, PhD, BSc(Hons), is a professor, Victoria University. For more information, contact Dr. Irvine at susan.irvine@vu.edu.au .

Nursing education perspectives

|January 16, 2024

概括

学生在护理学校的区块模型小组工作中经历了混合的结果. 关键主题包括未满足的期望,认知策略,如反思和参与,影响学习.

科学领域:

护理教育护理教育
本科教育学学术研究.
协作式学习是一种协作式学习.

背景情况:

区块模型是一种密集的教学格式.
团队工作是护理课程中常见的教学策略.
学生对新型教学方法的看法需要调查.

研究的目的:

探索本科护理学生对集体工作的看法在一个块模型课程.
从学生的角度确定这种教学方法的好处和挑战.

主要方法:

使用开放式调查问题的定性描述性设计.
从27名本科护理学生收集的数据进行主题分析.
探索学生在一个本科护理课程的初始单元的经验.

主要成果:

出现了三个主要主题:未满足的期望,认知和超认知策略 (包括反思) 和学生参与.
学生在区块模型下参加小组工作时报告了优点和缺点.
特别指出了与时间限制和不同学生贡献有关的具体挑战.

结论:

区块模型的小组工作实施对护理学生提出了独特的挑战和好处.
研究结果表明,需要有结构的支持和明确的指导方针,以优化集体课程中的小组工作效率.
讨论了对护理教育,临床实践和未来研究方向的影响.

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