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相关概念视频

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Social Loafing01:37

Social Loafing

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
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Cognitive Dissonance01:38

Cognitive Dissonance

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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相关实验视频

Updated: May 27, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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在以团队为基础的学习中,探索对准备性保证过程的修改.

Tadd Farmer1, Michael C Johnson1, Jorin D Larsen2

  • 1Center for Teaching and Learning, Brigham Young University, Provo, Utah, United States.

Advances in physiology education
|February 17, 2025
PubMed
概括

修改基于团队学习 (TBL) 用不同的问题进行在线和课堂准备保证测试改善了学生的体验,但没有影响运动生理学课程的考试成绩.

关键词:
积极学习是积极学习.运动生理学 运动生理学准备工作保证准备工作保证基于团队的学习学习

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Last Updated: May 27, 2025

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科学领域:

  • 运动生理学 运动生理学
  • 教育教学的教育学.

背景情况:

  • 基于团队的学习 (TBL) 是一个积极的学习策略,有利于大型课程.
  • 学生的不满是由于在运动生理学课程中的个人和团队准备保证测试 (iRAT/tRAT) 中的相同问题引起的.
  • 以前的TBL实施显示出有效性,但突出了改善学生体验的领域.

研究的目的:

  • 通过修改以团队为基础的学习 (TBL) 方法,增强本科运动生理学课程的学生体验.
  • 调查在线个人准备保证测试 (iRAT) 和课堂团队准备保证测试 (tRAT) 使用不同但相关的问题集的影响.

主要方法:

  • 一个交叉研究设计被用于一个高级本科运动生理学课程的两个部分.
  • 该研究在课程单元中交替使用传统和修改的TRAT格式,以收集各种学生观点.
  • 独立样本t测试分析了考试成绩,而定性调查数据评估了学生的经验.

主要成果:

  • 修改后的TBL格式,使用不同的iRAT和tRAT问题,并没有显著改变学生在课程单元考试中的表现 (P > 0.05).
  • 定性数据表明,学生的偏好很强,69%的人赞成修改后的tRAT.
  • 学生报告的关键好处包括改善内容互动,更高层次的思考参与,以及更有效的团队社交体验.

结论:

  • 通过不同的问题修改团队准备保证测试 (tRAT),可以提高学生在团队学习 (TBL) 中的体验,而不会对学业绩产生负面影响.
  • 这种教学调整对于运动生理学和其他领域的教师来说可能是有价值的,他们希望提高对部分翻转的课堂模型的参与度.
  • 学生建议对修改后的TBL方法进行进一步的改进,以进一步优化学习体验.