The effect of problem-based learning on nursing students' perceptions of empowerment.
The effect of problem-based learning on nursing students' perceptions of empowerment.
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基于问题的学习对护生赋权认知的影响。
DOI：
10.3928/01484834-20051001-04
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
E. Vingilis
中科院分区：
文献类型：
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作者：
Heidi M Siu;H. Laschinger;E. Vingilis
这项研究在大学护理学生群体中测试了坎特的结构赋权理论。研究了参加基于问题的学习（PBL）或传统讲座学习（CLL）项目的护生对赋权认知的差异，以及学习环境中结构赋权的认知与心理赋权感受之间的关系。参与者完成了适合教育环境的结构和心理赋权测量，以及与项目中各种学习策略的接触和临床问题解决能力相关的测量。 PBL 项目的学生 (n = 41) 对结构和心理赋权的认知明显高于 CLL 项目的学生 (n = 67)。无论学术课程如何，结构赋权与心理赋权呈强烈正相关。这项研究的结果首次支持坎特理论在护理教育环境中的适用性。
This study tested Kanter's structural empowerment theory within a university nursing student population. Differences in perceptions of empowerment among nursing students enrolled in either a problem-based learning (PBL) or a conventional lecture learning (CLL) program were examined, as well as the relationship between perceptions of structural empowerment in the learning environment and feelings of psychological empowerment. Participants completed measures of structural and psychological empowerment adapted to educational settings, as well as measures related to exposure to various learning strategies in their programs and clinical problem-solving abilities. Students in the PBL program (n = 41) had significantly higher perceptions of structural and psychological empowerment than students in the CLL program (n = 67). Regardless of academic program, structural empowerment was strongly positively related to psychological empowerment. The results of this study are the first to support the applicability of Kanter's theory to nursing education settings.