本科护理学生的学习经验使用设计思维的人类发展课程:一个现象学研究
YuChun Yao1, Ann Long2, Yun Shan Tseng3
1Department of Nursing, I-Shou University, No.8, Yida Rd., Jiaosu Village, Yanchao District, Kaohsiung City 82445, Taiwan, ROC.
Nurse education in practice
|January 16, 2024
概括
护理学生发现设计思维具有挑战性,但对发展更高层次的思维技能有益. 这种方法促进了创造力,丰富了学术能力,为护士教育工作者提供了宝贵的见解.
科学领域:
- 护理教育 护理教育
- 教学教育学 在教学上
- 人类发展研究 人类发展研究
背景情况:
- 设计思维是一种以人为中心的学习过程,它促进了高阶的思维,而不是背诵.
- 这项研究是首次调查人类发展课程中护理学生的设计思维.
研究的目的:
- 探索护理学生对设计思维学习体验的看法.
- 了解设计思维对护理学生学术能力的影响.
主要方法:
- 现象学研究设计.
- 与台湾一所大学的15名一年级护理学生进行了深入的半结构面试.
- 使用Colaizzi的七步分析分析数据.
主要成果:
- 学生们在不熟悉的,耗时的设计思维任务和团队合作中经历了焦虑和挑战.
- 有效的调整策略包括团队合作,沟通,寻求支持和独立解决问题.
- 参与者报告了丰富的思维方式,认知能力,解决问题的技能和改进的知识应用.
结论:
- 设计思维提供了创造性的教学机会,鼓励护理学生进行实验和有意义的学习.
- 护士教育者可以利用设计思维来培养更高层次的思维技能和多样化的学术能力.
- 课程设计应纳入设计思维,超越重复学习,增强复杂的认知技能.
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