McMillan Diana E, Bell Sandy, Benson Ember E, Mandzuk Lynda L, Matias Debra M, McIvor Marilyn J, Robertson Judy E, Wilkins Krista L
Faculty of Nursing, University of Manitoba, 89 Curry Place, Helen Glass Building, Winnipeg, Manitoba, Canada R3T 2N2.
J Nurs Educ. 2007 Feb;46(2):88-91. doi: 10.3928/01484834-20070201-10.
Knowledge development of theory can be challenging for graduate nursing students when they experience deficits related to theoretical foundations, evaluation, or application. This article recounts the experiences of the students and course facilitator with a graduate-level nursing science and theory course, which required critical analysis of a concept, theory critique, and poster presentation. The idea for this article was generated when the students realized the profound importance of nursing theories and their applicability to practice and research. Students' anxiety gave way to enthusiasm with the implementation of teaching and learning strategies based on adult learning theory. Knowles' four characteristics of adult learners are discussed in relation to the experiences of the students and course facilitator. These characteristics include learners' wish to be self-directed, need to bring life experiences to their learning, recognition of their social and occupational role competencies, and need to take a more immediate, problem-solving approach to their learning.
当护理学研究生在理论基础、评估或应用方面存在欠缺时，理论知识的发展可能会对他们构成挑战。本文讲述了学生和课程辅导员在一门研究生水平的护理科学与理论课程中的经历，该课程要求对一个概念进行批判性分析、理论批判以及海报展示。当学生们意识到护理理论的深远重要性及其在实践和研究中的适用性时，便萌生了撰写本文的想法。基于成人学习理论实施的教学策略，让学生们的焦虑转变为了热情。结合学生和课程辅导员的经历，讨论了诺尔斯提出的成人学习者的四个特征。这些特征包括学习者希望自主学习、需要将生活经验带入学习、认识到自己的社会和职业角色能力，以及需要采取更直接的、解决问题的方法来进行学习。
