Goldenberg Dolly, Andrusyszyn Mary-Anne, Iwasiw Carroll
Faculty of Health Sciences, School of Nursing, The University of Western Ontario, HSA #3a, London, Ontario, Canada N6A 5C1.
J Nurs Educ. 2004 Jan;43(1):31-5. doi: 10.3928/01484834-20040101-03.
Graduate students have high ambitions and desire excellence in their work. Creating learning opportunities that capture this drive and help them achieve and exceed their goals is a challenge for educators. This article describes two teaching approaches, group process and an adaptation of Bensusan's escalator model, which were used in a graduate nursing course to help students learn about curriculum development. Students participated as a faculty group, submitting successive iterations of their work as they developed hypothetical curricula. Benefits students identified from course faculty's critiques of their submissions included experiencing enhanced self-direction, self-esteem, and mutual respect among students and between students and course faculty, as well as authentic curriculum development in a safe, caring, and supportive context. This article discusses the strengths and limitations of this pragmatic and productive learning approach to preparing future nurse educators for their role as curriculum developers.
研究生志向远大，渴望在学业上追求卓越。为教育工作者带来挑战的是，创造能够激发这种动力并帮助他们实现和超越目标的学习机会。本文介绍了两种教学方法，即小组讨论法和对本苏桑自动扶梯模型的一种改编方法，这两种方法用于一门研究生护理课程，以帮助学生学习课程开发。学生们以教师团队的形式参与其中，在制定假设课程时提交他们工作的连续迭代版本。学生们从课程教师对他们提交内容的批评中认识到的好处包括，体验到更强的自我导向能力、自尊心，以及学生之间和学生与课程教师之间的相互尊重，同时在一个安全、关爱的支持性环境中进行真实的课程开发。本文讨论了这种务实且富有成效的学习方法在为未来护士教育工作者做好课程开发者角色准备方面的优势和局限性。
