高年护理学生在复杂的基于模拟的息教育中的自我调节学习:定性研究
Betty P M Chung1, E Angela Chan1, Katherine K P Chang1
1School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong, China.
Nurse education today
|February 11, 2025
概括
护理学生使用自我调节和认知努力来管理具有挑战性的息护理模拟. 这种方法帮助他们在模拟环境中适应和情绪调节他们的学习.
科学领域:
- 医学教育 医学教育
- 护理教育 护理教育
- 抚慰性护理是一种缓解性护理.
背景情况:
- 息护理教育可能会导致心理痛苦.
- 模拟环境为技能重复和熟练提供了更安全的空间.
- 了解学生在模拟中如何调节认知负载至关重要.
研究的目的:
- 探索护理学生如何适应,努力认知,并情绪调节他们的学习.
- 在模拟中调查复杂和模两可的息护理的导航.
主要方法:
- 使用解释性描述进行定性研究.
- 焦点小组与香港的29名护理四年级学生进行了讨论.
- 通过录音和转录的焦点小组讨论收集的数据.
主要成果:
- 学生通过自我调节和在息护理模拟中的认知努力共同构建学习.
- 关键主题包括焦虑驱动的学习,管理关系挑战,灵活性,存在和重构护理.
- 学生在模拟中积极适应患者和家庭的需求.
结论:
- 教学设计必须为学生在基于模拟的息教育中的不确定性做好准备.
- 在沟通和协作中体现认知可以最大限度地减少认知过载.
- 研究结果为提高护理学生的认知敏捷性提供了见解.
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