Snelgrove Sherrill R
School of Health Science, University of Wales, Singleton Park, Swansea SA2 1PP, S. Wales, UK.
Nurse Educ Today. 2004 Nov;24(8):605-14. doi: 10.1016/j.nedt.2004.07.006.
This paper presents findings from a study of student nurses' learning styles in an Institution of Higher Education in South Wales, United Kingdom (UK). The aim of the research was to evaluate students' approaches to learning as measured by a study process questionnaire (SPQ). The questionnaire is viewed as a reliable and valid measure of students' learning, and has been used extensively with students in higher education in Australia. The SPQ is a 42-item questionnaire measuring surface, deep and achieving approaches to learning. It was distributed to 300 student nurses attending the common foundation program of a preregistration-nursing course. Data were entered into SPSS Windows Release 10. The results indicated that many of the students were taking a surface approach or surface-achieving approach to their studies. There was little difference in results between undergraduates and diploma students or between students majoring in different nursing specialties. The deep and achieving approaches to learning scores correlated positively and significantly with overall mean assessment scores of students, the deep approach with Sociology scores and negatively and significantly with Psychology scores. The implications of these results are discussed in relation to curriculum design and the demands of higher education.
本文介绍了对英国南威尔士一所高等教育机构中实习护士学习风格的研究结果。该研究的目的是通过一份学习过程问卷（SPQ）来评估学生的学习方法。该问卷被视为衡量学生学习的可靠且有效的工具，并且在澳大利亚的高等教育学生中被广泛使用。SPQ是一份包含42个条目的问卷，用于测量表面、深层和成就型学习方法。它被分发给参加预注册护理课程共同基础项目的300名实习护士。数据被录入SPSS Windows 10版本。结果表明，许多学生在学习中采用表面方法或表面成就型方法。本科生和文凭生之间或不同护理专业的学生之间的结果差异不大。深层和成就型学习方法得分与学生的总体平均评估得分呈显著正相关，深层方法与社会学得分呈正相关，与心理学得分呈显著负相关。本文结合课程设计和高等教育的要求讨论了这些结果的意义。
