Johnston Amy Nicole Burne, McAllister Margaret
School of Nursing and Midwifery, Griffith University, Nathan, Queensland, Australia.
J Nurs Educ. 2008 Sep;47(9):417-21. doi: 10.3928/01484834-20080901-04.
This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.
本文探讨了护理专业本科学生对与解剖学和生理学相关学习的看法。教授科学的一种策略是模拟学习，这是一种具有令人兴奋潜力的技术。用于实验室学习的虚拟环境可能有诸多益处：教师可以向更多学生传授信息，减少小班实验课的需求；所需设备更少，从而控制持续成本；学生可以在自己的时间和地点学习。然而，模拟学习也可能减少师生互动以及理论与实践的引导性练习和引导性联系的机会。没有这种实践经验，学生可能无法同样有效地参与学习，进而概念学习和批判性思维技能的发展会受到影响。然而，学生对这些学习体验的看法在很大程度上尚不清楚。因此，本研究考察了学生对解剖学和生理学实验室体验的看法以及他们对实验室环境中实践经验的重视程度。
