Vaughan J A
Elizabeth Campbell School of Nursing, Cheadle Royal Hospital, Cheshire.
J Adv Nurs. 1990 Aug;15(8):925-33. doi: 10.1111/j.1365-2648.1990.tb01948.x.
This article outlines the findings of a study which investigated the attitudes of 203 general and psychiatric student nurses from nine schools of nursing towards a defined number of teaching/learning methodologies. All students were at the end of their first year or the beginning of their second year of a 3-year first-level training. Data were collected using an instrument based on a semantic differential scale. The findings, when compared against certain variables, for example, gender, showed that there were very few significant differences in relation to the defined and tested methodologies. Students generally showed themselves to be a homogeneous group and the findings indicate that students were more positively predisposed towards student-centred teaching/learning methodologies.
本文概述了一项研究的结果，该研究调查了来自9所护理学院的203名普通和精神科护理专业学生对一定数量的教学方法的态度。所有学生都处于三年制一级培训的第一学年末或第二学年初。数据收集采用基于语义差异量表的工具。研究结果与某些变量（如性别）进行比较时，发现对于既定和测试的教学方法，差异极小。学生总体上表现为一个同质化群体，研究结果表明，学生对以学生为中心的教学方法更为积极倾向。
