一项试点研究,以评估教育干预的动机和学习策略在执照前护理学生的教育干预
Sabra S Custer1, Suzanne M Sutton
1About the Authors Sabra S. Custer, DNP, FNP-BC, CNE, is an associate professor, University of South Carolina College of Nursing, Columbia, South Carolina. Suzanne Sutton, PhD, RN, CNE, is an assistant professor, University of South Carolina College of Nursing. Dr. Custer was a participant in the 2023 NLN Scholarly Writing Retreat, sponsored by the NLN/Chamberlain University College of Nursing Center for the Advancement of the Science of Nursing Education. For more information, contact her at sabra.custer@sc.edu.
这项研究探讨了一项教育干预措施,以提高护理学生的留学率. 研究结果表明,教学学习和焦虑管理技术可能会提高动机和课程完成率.
科学领域:
- 护理教育 护理教育
- 留学生的战略 留学生的战略
- 学术上的成功 学术上的成功
背景情况:
- 护理学生的消耗加剧了全国护理人员的短缺.
- 有效的干预措施对于提高学生在护理课程中的留学率至关重要.
研究的目的:
- 评估基于杰弗里斯护理普遍保留和成功模型的教育干预.
- 评估学习技巧和焦虑管理对护理学生的影响.
主要方法:
- 一项试点研究实施了教育干预.
- 学生接受了关于验证的学习技巧和测试焦虑管理的培训.
- 激励学习策略问卷被用于评估.
主要成果:
- 该干预表明,它有可能影响学习策略的采用.
- 干预似乎对学生的动机产生了积极的影响.
- 初步数据表明,整体保留率和计划完成率有所改善.
结论:
- 结合学习技巧和焦虑管理的教育干预措施可能对护理学生有益.
- 需要进一步的研究来证实这种模式在提高护理学生的成绩方面的有效性.
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