Greer Annette G, Pokorny Marie, Clay Maria C, Brown Sylvia, Steele Linda L
East Carolina University, USA.
Int J Nurs Educ Scholarsh. 2010;7:Article6. doi: 10.2202/1548-923X.1710. Epub 2010 Feb 19.
The purpose of this study was to describe the learner-centered teaching characteristics of nurse faculty who report using contemporary pedagogy. A secondary analysis of data collected by an international survey of nurse educators regarding pedagogical teaching approaches and strategies was used to answer the research questions. The study sought to: 1) describe characteristics emerging from faculty response, 2) make inferences from faculty responses regarding meaning, and 3) make inferences regarding the importance of the meaning to nursing. A qualitative research design was used to address the research question. Themes that emerged were placed under the concepts of power, role of teacher, responsibility of learner, and philosophy of evaluation guided by Weimer's (2002) conceptual framework of a learner-centered philosophy of teaching. Themes and meaning units derived from the study helped to generate textual and structure statements that represent the characterizations of learner-centered nurse educators.
本研究的目的是描述那些报告采用当代教学法的护理教师以学习者为中心的教学特点。通过对一项关于教学方法和策略的国际护士教育者调查所收集的数据进行二次分析，以回答研究问题。该研究旨在：1）描述教师回复中呈现出的特点；2）从教师回复中推断其意义；3）推断该意义对护理工作的重要性。采用定性研究设计来解决研究问题。出现的主题被置于权力、教师角色、学习者责任以及由魏默（2002年）以学习者为中心的教学理念概念框架所指导的评价理念等概念之下。该研究得出的主题和意义单元有助于生成代表以学习者为中心的护理教育者特征的文本和结构化陈述。
