Denny Margaret, Weber Ellen F, Wells John, Stokes Olga Redmond, Lane Paula, Denieffe Suzanne
Department of Nursing, Waterford Institute of Technology, Cork Road Campus, Waterford, Ireland.
Nurse Educ Today. 2008 Jan;28(1):100-7. doi: 10.1016/j.nedt.2007.03.004. Epub 2007 Apr 24.
Multiple intelligences have only recently entered the teaching dialogue in nurse education and research. It is argued that despite the rhetoric of a student centred approach nurse education remains wedded to conventional teaching approaches that fail to engage with the individual and unwittingly silence the student's voice. This paper will examine the concept of multiple intelligences (MI) and outline Gardner's contention that the brain functions using eight intelligences which can be employed to improve learning at an individual level. It will then outline the use of MI using a five phase model, developed by Weber, known as a multiple intelligence teaching approach (MITA). It is contended that MITA has great potential in nurse education, particularly in terms of reinforcing learning beyond the educational domain and into the individual's professional development and clinical practice.
多元智能最近才进入护理教育与研究的教学讨论中。有人认为，尽管宣称以学生为中心，但护理教育仍拘泥于传统教学方法，无法关注个体，无意间压制了学生的声音。本文将探讨多元智能（MI）的概念，并概述加德纳的观点，即大脑通过八种智能运作，这些智能可用于在个体层面提高学习效果。接着将概述由韦伯开发的一个五阶段模型对多元智能的运用，该模型称为多元智能教学法（MITA）。有人认为，MITA在护理教育中具有巨大潜力，尤其是在将学习强化至教育领域之外，延伸到个体的专业发展和临床实践方面。
