The Influence of Concept-Based Learning Activities on Students' Clinical Judgment Development
The Influence of Concept-Based Learning Activities on Students' Clinical Judgment Development
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DOI：
10.3928/01484834-20090518-04
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发表时间：
2009-08-01
影响因子：
2
通讯作者：
Nielsen, Ann
中科院分区：
文献类型：
--
作者：
Lasater, Kathie;Nielsen, Ann
传统的护理临床教学模式以病人为中心的护理教育模式已显不足。需要新的模式来培养更深层次的临床思维，从而影响学生临床判断的发展。1990年首次推出的基于概念的学习活动，重点关注一个特定的概念。本研究旨在探讨概念学习活动对护理本科生临床判断能力发展的影响。临床判断的学生谁是和没有接触到概念为基础的学习活动进行了比较。使用单变量分析来分析定量数据。此外，由治疗组成员组成的焦点小组提供了定性数据。结果表明，基于概念的学习活动是一种临床学习策略，教师应考虑深化临床思维，为达到合理的临床判断做准备。
The traditional nursing clinical education model of total patient care is becoming inadequate. New models are needed to foster deeper clinical thinking, thereby affecting students' development of clinical judgment. Concept-based learning activities, first introduced in 1990, offer a focus on a specific concept. This study evaluated the effect of concept-based learning activities on the development of clinical judgment in baccalaureate nursing students. The clinical judgment of students who were and were not exposed to concept-based learning activities was compared. Quantitative data were analyzed using a univariate analysis. In addition, a focus group consisting of members of the treatment group provided qualitative data. Results suggest concept-based learning activities are a clinical learning strategy that should be considered by faculty to deepen clinical thinking in preparation for reaching sound clinical judgments.