基于团队学习对自主学习,合作学习和研究医疗外科护理的护理学生中批判性思维的短期影响
Pao-Chen Lin1, Yu-Hsuan Chang1
1Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan.
Nurse education in practice
|November 1, 2025
概括
与传统讲座相比,基于团队的学习 (TBL) 显著改善了护理学生的自主学习 (SDL),合作学习和批判性思维. 这些在SDL和批判性思维方面的收益是短期内持续的,尽管合作学习的好处略有下降.
科学领域:
- 护理教育 护理教育
- 高等教育中的教育学.
- 医疗外科护理课程 医疗外科护理课程
背景情况:
- 有限的研究存在于团队学习 (TBL) 后护理学生的核心能力的短期保留.
- 了解新型教学方法对基本护理技能的影响对于课程开发至关重要.
研究的目的:
- 评估基于团队学习 (TBL) 对自主学习 (SDL),合作学习和批判性思维的短期影响.
- 为了比较TBL的有效性与传统的基于讲座的教学在医疗外科护理课程.
主要方法:
- 一个准实验性设计被采用了两个组护理学生 (17-18岁).
- 对照组 (n=101) 接受传统讲座;TBL组 (n=98) 在5周内接受了关于心血管护理的TBL指导.
- 自主学习,合作学习和批判性思维在基线,干预后和5周后续评估.
主要成果:
- 与对照组相比,TBL组在SDL,合作学习和批判性思维方面取得了显著的改善.
- 在TBL组的5周随访期间,SDL和批判性思维的改善仍然存在.
- 干预后,TBL组的合作学习得分下降,但仍然高于对照组.
结论:
- 基于团队的学习比传统的讲座更有效地提高护理学生的核心能力.
- 对SDL和批判性思维的TBL的短期好处似乎是可持续的.
- 建议进行进一步的研究,以评估长期保留,特别是合作学习技能.
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