学生对基于问题的学习方法的一致性和有效性的观点,以教导面向恢复的实践:一种混合方法研究
Corina Murphy1, Sandra Connell1, Mark Gantley2
1UCD School of Nursing, Midwifery and Health Systems, UCD Health Sciences Centre, University College Dublin, Belfield, Dublin 4, Ireland.
Nurse education in practice
|February 27, 2025
概括
基于问题的学习 (PBL) 在研究生护理中有效地教授以恢复为导向的实践 (ROP),与共同生产和自我指导等ROP原则保持一致. 学生们重视从生活经验中学习,提高了他们对ROP的理解,超越了教科书.
科学领域:
- 护理教育 护理教育
- 心理健康护理 心理健康护理
- 教学教育学 在教学上
背景情况:
- 该研究的重点是心理健康护理研究生文凭课程中的面向康复的实践 (ROP) 模块.
- 该模块旨在为学生提供ROP的基本知识,技能和态度.
研究的目的:
- 探索学生对基于问题的学习 (PBL) 和面向恢复的实践 (ROP) 之间的协调的观点.
- 在研究生护理背景下评估PBL方法在教学ROP中的有效性.
主要方法:
- 采用混合方法方法,结合调查和重点小组.
- 在2022年的33名研究生护理学生中收集了数据.
- 调查数据使用描述性统计数据进行分析,焦点组数据进行主题分析.
主要成果:
- 100%的学生报告说,模块后对学科的理解有所改善.
- 81%的人认为PBL是学习ROP的有效方法.
- 96%的人强调从有实践经验的人那里学习ROP的价值.
结论:
- 基于问题的学习 (PBL) 和以恢复为导向的实践 (ROP) 分享了五个关键的一致元素:联合制作,自我指导,自我意识,团队合作和基于力量的方法.
- 学生们认为PBL是一种非常有效的教学策略,用于获得ROP能力.
- 从有实践经验的个人直接学习提供了通过传统学术资源无法实现的关键ROP见解.
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