整合思维模式以提高护理学生在基于能力的教育中的成绩
Lisa S Lewis1, Cheryl A Williams2, Stephanie Dawson3
1Duke School of Nursing, Durham, North Carolina.
The Journal of nursing education
|March 2, 2026
概括
在基于能力的教育 (CBE) 中实施增长心态可以促进学生的性和适应能力. 这种方法,专注于努力和从挑战中学习,培养实践准备的护理专业人员.
科学领域:
- 护理教育 护理教育
- 教育心理学教育心理学
背景情况:
- 基于能力的教育 (CBE) 可以通过纳入增长思维模式来增强.
- 支持性语言,角色建模和辅导是创造以成长为导向的学习环境的关键要素.
- 增长思维原则与CBE保持一致,以提高学生在护理中的动力,性和适应能力.
研究的目的:
- 确定增长思维模式的战略,以促进学生在CBE取得成功.
- 在CBE中,探索从学习评估 (AOL) 到学习评估 (AFL) 的转变.
主要方法:
- 教师使用支持性语言,角色模拟和一致的指导.
- 教师分享克服挑战的经验,并指导学生学习成长思维原则.
- 鼓励基于标准的评分和内在动机.
主要成果:
- 转向学习评估 (AFL) 对于学生的成绩和行动能力至关重要.
- 有效的CBE教学包括指导,支持性沟通和基于标准的评分.
- 增长思维原则促进了弹性和适应能力.
结论:
- 在CBE中专注于AFL创造了一个以成长为导向的学习氛围.
- 这种方法通过培养实践准备的专业人士来推进护理教育.
- 增长思维模式策略可以提高学生在CBE环境中的成绩.
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