使用分配的同行讨论者来提高学生演讲的参与度和反
Elizabeth Li Sharpe1, Alice M Teall, Tara Spalla King
1About the Authors The authors are faculty at The Ohio State University College of Nursing, Columbus, Ohio. Elizabeth Li Sharpe, DNP, APRN-CNP, NNP-BC, FAANP, FAAN, is associate clinical professor. Alice M. Teall, DNP, APRN-CNP, FAANP, FNAP, is associate clinical professor emeritus. Tara Spalla King, PhD, RN, is associate clinical professor. For more information, contact Dr. Sharpe at sharpe.104@osu.edu.
通过一种新的同行反方法,护理学生获得信心并改善学习. 分配的讨论者提供实时反,在课堂演讲期间增强参与度和协会支持.
科学领域:
- 护理教育 护理教育
- 教学教育学 在教学上
- 高等教育 高等教育
背景情况:
- 护理学生经常在课堂演讲时感到焦虑.
- 这种焦虑会阻碍同龄人的学习和参与.
- 传统的演示格式可能无法充分利用同行反.
研究的目的:
- 介绍和评估在护理教育中分配讨论者的作用的有效性.
- 为了提高学生的参与度,并促进实时同行反在演讲期间.
- 提高护理学生的积极倾听和反质量.
主要方法:
- 在学生演讲后实施分配的讨论者角色.
- 学生们发表了简短的,电梯式的演讲.
- 讨论者使用特定提示提供了反,专注于关键的收藏和问题.
- 教师指导学生积极倾听和提供高质量的反.
主要成果:
- 学生表现出对给予和接受同行反的热情.
- 被分配的讨论者角色促进了立即的,建设性的协会支持.
- 这项创新增强了同行参与和实时学习机会.
结论:
- 分配讨论者模型是护理教育中一个有效的教学创新.
- 这种方法可以减轻演示焦虑,改善学习体验.
- 促进结构化的同行反增强了协会的支持和知识的获取.
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