When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing
When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing
复制标题
DOI：
10.1016/j.nepr.2015.05.010
复制
发表时间：
2016-01-01
影响因子：
3.2
通讯作者：
Ung, Eva Jakobsson
中科院分区：
文献类型：
--
作者：
Falk, Kristin;Falk, Hanna;Ung, Eva Jakobsson
需要考虑的一个关键领域是确定如何创造最佳的学习条件。高等护理教育旨在培养学生成为独立专业人士的能力。本研究的目的是评估顺序临床实践先于理论学习对三年制护理本科二年级学生自主学习准备经验和学习方法的影响。研究共纳入123名护生，分为两组。A组（n = 60）临床实践先于理论研究。在组（n = 63）中，理论研究先于临床实践。学习准备采用护理教育定向学习准备量表（SDLRSNE）测量，学习过程采用修订后的双因素版学习过程问卷（R-SPQ-2F）测量。学生们还被要求写下他们在整个课程中的个人感想。通过采用混合方法设计，定性部分侧重于学生的个人经历与理论研究和临床实践的顺序。定量部分提供了干预前后学习准备情况的信息。我们的研究结果证实了学生对学习环境的敏感性和适应性，课程的顺序服从于提高学生深度学习方法的教学风格，这需要纳入本科护理课程的发展。(C) 2015 Elsevier Ltd.版权所有。
A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. (C) 2015 Elsevier Ltd. All rights reserved.