Oermann M H
NLN Publ. 1990 Jan(15-2339):1-31.
Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...
护理教育教学方法的研究分为对媒体、计算机辅助教学（CAI）以及其他非传统教学策略的研究。尽管研究各有不同，但仍可从研究结果中得出一些一般性结论。多媒体，无论用于个别教学还是小组教学，在促进认知学习、知识保留和表现方面至少与传统教学（讲座和讲座讨论）同样有效。需要进一步研究以确定可能影响学习和知识保留的变量。虽然学习者对媒介教学的态度往往是积极的，但研究人员未能控制新奇性的影响。大多数研究也缺乏对干预变量的控制。研究表明，就知识获取和保留而言，计算机辅助教学与其他教学方法同样有效。对计算机辅助教学的态度往往是积极的，在测量方面存在与媒介研究中类似的问题。张（1986）还建议未来的研究考察计算机视频互动教学对学生、教师和教学环境的影响。需要对实验教学方法、解决问题和临床判断的教学策略以及改进传统讲座和讨论的方法进行研究。这些领域的研究有限，无法得出一般性结论。尤其需要研究如何教授学生诊断推理过程并鼓励批判性思维，包括合适的教学方法以及这些策略的使用方式。有趣的是，除了作为研究其他策略的可比教学方法外，很少有研究人员研究讲座和讲座讨论。关于讲座和讨论在促进概念学习、对护理及其他理论的理解、知识迁移和认知技能发展方面可能会产生更多研究问题。很少有研究试图确定可能影响学习的变量，特别是学习者的特征。只有六位研究人员探讨了学习风格及其与教学方法和结果的相互作用（吉利斯，1984；戈德史密斯，1984；基尔希霍夫和霍尔泽默，1979；基辛格和蒙贾斯，1981；诺里斯，1986；斯坦等人，1972）。未来的研究需要关注不同学习者特征、教学方法的属性和学习结果之间的关系。此外，还应研究初始学习、知识保留、向实践的迁移以及教学时间。教师和教学环境的特征以及它们与所使用的方法和教学结果的关系需要进行调查。研究应试图确定学习的最佳条件以及针对特定学生、主题和护理课程中的要点应如何使用教学方法……
