整合积极学习方法在临床营养教育护理学生:一个准实验性研究
Stefano Mancin1, Giovanni Cangelosi2, Marco Sguanci3
1IRCCS Humanitas Research Hospital, Via Manzoni 56, 20089 Rozzano, Italy.
Nursing reports (Pavia, Italy)
|March 26, 2025
概括
积极学习策略显著改善护理学生的临床营养知识保留. 这种方法强调批判性思维,与传统方法相比,可以带来更好的短期和长期学习成果.
科学领域:
- 护理教育 护理教育
- 临床营养学 临床营养学
- 教学教育学 在教学上
背景情况:
- 临床营养是护理护理的重要组成部分.
- 护士对于管理患者的营养需求至关重要.
- 有效的营养教育对于护理实践至关重要.
研究的目的:
- 评估积极学习方法在临床营养教育中的有效性.
- 评估对护理学生知识保留的影响.
- 将主动学习与传统教学方法进行比较.
主要方法:
- 准实验性设计与131第二年护理学生.
- 八小时的临床营养研讨会,结合了批判性思维.
- 实验组使用了主动学习和ICT; 控制组接受了传统教学.
主要成果:
- 实验组在基础和临床营养知识方面表现出优异的成绩.
- 积极学习增强了即时学习和长期知识保留.
- 一年后,观察到大量的知识保留,特别是营养与疾病的关系.
结论:
- 积极学习,包括批判性思维,改善临床营养的短期和长期教育成果.
- 这种教学方法对护理学生非常有效.
- 进一步的研究应该探索将积极学习更深入地纳入护理课程.
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