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学生对本科护理和助产学科的评估反的看法:一种混合方法研究
Emily J Tomlinson1, Monica Schoch1, Rital Lakshman1
1School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, Australia.
护理教育中的梯架反通过对准结果来增强学生的学习. 在以证据为基础的实践中,为有效的技能发展提供关于使用反的资源至关重要.
科学领域:
- 护理教育 护理教育
- 基于证据的实践 (EBP)
- 教学评估的教学评估
背景情况:
- 本科护理学士学生进行基于证据的实践 (EBP) 科目.
- 阶梯式评估任务 (寻找,总结,综合文献) 提供形成性的反.
- 学生的利用率和对反有效性的感知仍然不清楚.
研究的目的:
- 为了调查护理学生的观点,架评估反.
- 确定反如何影响他们最终评估任务的发展.
主要方法:
- 一种混合方法的方法,结合了横截面调查和定性在线访谈.
- 148名学生完成了调查,评价了他们的反体验; 7人参加了采访.
- 从澳大利亚迪肯大学EBP科目中的护理学生收集的数据.
主要成果:
- 评估示例在任务理解方面受到高度重视 (87.8%的同意).
- 对相当一部分学生 (38.5%) 来说,回应反是个挑战.
- 关键的定性主题包括对评估的参与,反的适当性以及使用支架反.
结论:
- 脚手架反是一种有价值的教学工具,可以增强学生在护理方面的学习.
- 与标题标准一致的反有助于实现学习成果.
- 开发资源以指导学生回应反是必不可少的.
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