使用Felder-Silverman学习风格模型进行分组干预对护理学生基于问题的学习的影响:一项随机对照试验
Yifan Wu1, Dongpo Song1, Yueyang Dong1
1School of Nursing, Jilin University, No.965 Xinjiang Street, Changchun 130021, Jilin, People's Republic of China.
Nurse education today
|November 23, 2024
概括
以费尔德-西尔弗曼学习风格模型 (FSLSM) 增强的基于问题的学习 (PBL) 改善了护理学生的课堂参与和批判性思维. 这种干预表明,通过考虑个体学习风格,可以优化护理教育.
科学领域:
- 护理教育研究 护理教育研究
- 教育心理学教育心理学
- 教学教育学 在教学上
背景情况:
- 基于问题的学习 (PBL) 对护理教育至关重要,但它的有效性取决于学生的参与.
- 提高课堂参与度对于改善护理学生的学习成果至关重要.
研究的目的:
- 为了调查基于费尔德-西尔弗曼学习风格模型 (FSLSM) 的群组干预在PBL对护理学生的影响.
- 评估课堂参与,批判性思维,自主学习和学业表现的变化.
主要方法:
- 一项随机对照试验,涉及56名本科四年级护理学生.
- 实验组使用基于FSLSM的PBL分组,而对照组使用传统的PBL.
- 通过验证问卷收集的数据,并使用统计测试进行分析.
主要成果:
- 与传统的PBL相比,基于FSLSM的分组显著提高了课堂参与度和批判性思维.
- 实验组表现出更强的学习动机和信息质量.
- 两组之间没有观察到学业成绩的显著差异.
结论:
- 将FSLSM与PBL集成,可以通过解决个体学习风格来优化护理教育.
- 这种方法强调了调整群体动态以适应高等教育中不同学习偏好的重要性.
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