Davies S, Murphy F, Jordan S
School of Health Science, University of Wales, Swansea.
Nurse Educ Today. 2000 Feb;20(2):123-35. doi: 10.1054/nedt.1999.0375.
With the transition of pre-registration nursing programmes into higher education, a disproportionate number of problems have arisen in relation to the bioscience component of the curriculum. Therefore, a survey was undertaken to obtain the views of students (n = 294) and staff (n = 57) to identify effective teaching strategies to facilitate students' learning and understanding of this difficult area of the curriculum. In contrast to the staff, the majority of students found all three teaching strategies (lectures, tutorials and laboratory sessions) of approximately equal value to their learning and practice. Our findings suggest that students' problems with the biosciences could be ameliorated by adjustments in curriculum apportionment. Our data would support the continuation of lead lectures and laboratory work in bioscience. However, a tutorial system, specifically designed to overcome the particular difficulties experienced by nursing students in this area, is needed. This should augment, not replace, lectures and teaching laboratories. There was little indication that such a redistribution of resources would be favoured by the majority of the staff.
随着预注册护理课程向高等教育的转变，课程中的生物科学部分出现了数量不成比例的问题。因此，开展了一项调查，以获取学生（n = 294）和教职员工（n = 57）的意见，以确定有效的教学策略，以促进学生对课程中这一困难领域的学习和理解。与教职员工不同，大多数学生发现所有三种教学策略（讲座、辅导课和实验课）对他们的学习和实践价值大致相同。我们的研究结果表明，通过调整课程分配，可以改善学生在生物科学方面的问题。我们的数据支持继续开展生物科学的主讲座和实验室工作。然而，需要一个专门设计的辅导系统，以克服护理专业学生在这一领域遇到的特殊困难。这应该是对讲座和教学实验室的补充，而不是替代。几乎没有迹象表明大多数教职员工会赞成这种资源重新分配。
