Dickieson Patti, Carter Lorraine M, Walsh Mireille
Laurentian University of Sudbury.
Int J Nurs Educ Scholarsh. 2008;5:Article 39. doi: 10.2202/1548-923X.1696. Epub 2008 Oct 20.
This article describes three learning activities used in the undergraduate nursing degree program at a mid-sized university in northeastern Ontario, Canada. Each activity, a reflective writing assignment, scenario testing, and an OSCE experience, is considered in terms of integrative thinking. Formal and informal evaluation of the activities is also discussed.Based on the authors' experiences, integrative thinking including habits of mind and cognitive skills can be directed and enhanced. To maximize students' growth as integrative thinkers, they should be exposed to many kinds of activities that target this growth. Generally, such activities tend to be case-based and interactive in nature. They also require a level of scaffolding or directedness. To develop and implement such activities, teachers are encouraged to work with educational researchers and instructional designers.
本文介绍了加拿大安大略省东北部一所中型大学本科护理学位课程中使用的三种学习活动。从综合思维的角度对每项活动进行了考量，包括反思性写作作业、情景测试和客观结构化临床考试（OSCE）体验。还讨论了对这些活动的正式和非正式评估。根据作者的经验，包括思维习惯和认知技能在内的综合思维是可以引导和提升的。为了使学生作为综合思考者实现最大程度的成长，应让他们接触多种针对这种成长的活动。一般来说，此类活动往往以案例为基础且具有互动性。它们还需要一定程度的支架搭建或指导。为了开发和实施此类活动，鼓励教师与教育研究人员和教学设计人员合作。
