护士教育中的生物科学自主学习的观点 - - 综合性综述
Victoria Oppegaard Berre1, Unni Knutstad1, Kari Toverud Jensen1
1Oslo Metropolitan University, Oslo, Norway.
Nurse education today
|March 17, 2024
概括
护理学生 护理学生
科学领域:
- 护理教育 护理教育
- 生物科学学习学习
- 自主指导学习 (SDL)
背景情况:
- 有限的综合知识存在于生物科学中护理学生的自我指导学习 (SDL).
- 在护理教育中支持生物科学学习的有效策略需要进一步调查.
研究的目的:
- 综合当前关于护理学生对生物科学自主学习的观点的文献.
- 为指导未来的研究,旨在加强对护理学生的生物科学学习支持.
主要方法:
- 综合性审查使用惠特莫尔和Knafl的修改框架.
- 在Web of Science,ERIC,Medline和CINAHL进行全面的文献搜索 (2022年11月 - 2023年1月).
- 纳入标准侧重于学士护理学生,生物科学学习活动,以及护理教育中的自然科学SDL视角.
主要成果:
- 从最初的1143个来源中包含了12篇文章.
- 包括的研究包括一个试点RCT,一个定性RCT,两个混合方法RCT和八个定量RCT.
- 参与者的样本大小从23到563不等.
结论:
- 在生物科学中,自我指导的学习最好被理解为连续性,而不是不同的类别.
- 超认知学习方法通常在生物科学中暗示SDL的描述.
- 虽然护理学生重视数字资源,但SDL的技能至关重要.
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