教师对可访问性倡议的看法,以提高学生在护理教育中的成功
The Journal of nursing education
|February 11, 2025
概括
在可访问的课程设计教师培训提高了信心和知识. 时间限制是一个障碍,但可访问的设计有利于所有护理学生,促进多样性和包容性.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 包容性的教学方法
背景情况:
- 评估了一所护理学校的可访问性倡议.
- 专注于学习的普遍设计 (UDL) 原则.
- 收集了五个校区的教师观点.
研究的目的:
- 评估可访问性倡议的有效性.
- 确定实施可访问设计的障碍.
- 了解学生对可访问设计的感知影响.
主要方法:
- 描述性的横截面研究设计.
- 对80名教职员工进行调查.
- 使用描述性统计和主题分析分析的定量和定性数据.
主要成果:
- 教师报告说,在创建可访问的在线和混合课程方面,知识和信心增加了.
- 时间限制是教师的主要障碍.
- 可访问的设计被认为是为了支持学生的各种需求,并增强学习体验.
结论:
- 可访问的课程设计有效地支持护理学生的成功.
- 在护理教育中促进多样性,公平性和包容性的倡议是有效的.
- 教师的观点强调了在护理实践中可访问设计的价值.
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