Kolanko Kathrine M
Franciscan University of Steubenville, Steubenville, Ohio, USA.
Nurs Educ Perspect. 2003 Sep-Oct;24(5):251-6.
This collective case study described the meaning of being a nursing student with a learning disability and examined how baccalaureate nursing students with learning disabilities experienced various aspects of the nursing program. It also examined how their disabilities and previous educational and personal experiences influenced the meaning that they gave to their educational experiences. Seven nursing students were interviewed, completed a demographic data form, and submitted various artifacts (test scores, evaluation reports, and curriculum-based material) for document analysis. The researcher used Stake's model for collective case study research and analysis (1). Data analysis revealed five themes: 1) struggle, 2) learning how to learn with LD, 3) issues concerning time, 4) social support, and 5) personal stories. Theme clusters and individual variations were identified for each theme. Document analysis revealed that participants had average to above average intellectual functioning with an ability-achievement discrepancy among standardized test scores. Participants noted that direct instruction, structure, consistency, clear directions, organization, and a positive instructor attitude assisted learning. Anxiety, social isolation from peers, and limited time to process and complete work were problems faced by the participants.
这项集体案例研究描述了身为有学习障碍的护理专业学生的意义，并探讨了有学习障碍的护理学学士学生如何体验护理课程的各个方面。研究还考察了他们的残疾状况以及以往的教育和个人经历如何影响他们对自身教育经历的理解。研究人员对七名护理专业学生进行了访谈，让他们填写了人口统计学数据表格，并提交了各种资料（考试成绩、评估报告和基于课程的材料）用于文件分析。研究人员采用了斯特克的集体案例研究与分析模型（1）。数据分析揭示了五个主题：1）挣扎，2）学习如何带着学习障碍学习，3）时间问题，4）社会支持，5）个人故事。针对每个主题确定了主题集群和个体差异。文件分析显示，参与者的智力功能处于平均水平至高于平均水平，但标准化考试成绩存在能力与成就的差异。参与者指出，直接教学、结构、一致性、明确的指示、组织以及教师积极的态度有助于学习。焦虑、与同龄人社交隔离以及处理和完成作业的时间有限是参与者面临的问题。
