Harvey T J, Vaughan J
Nurse Educ Today. 1990 Jun;10(3):181-5. doi: 10.1016/0260-6917(90)90023-j.
Student nurse attitudes towards ten different teaching/learning methods were measured using the Osgood semantic differential scale. A variety of variables such as gender, age, and type of training being undertaken were considered. Analysis of variance showed that no difference in attitudes existed when including these variables, which suggested that the nurses could be considered as a single homogeneous group. Since the nurses could be considered as a single homogeneous group, it was then possible to compare the ten teaching methods for this single group. These teaching methods were found to fall into four distinct groups, with student centred activities generating more favourable attitudes from the student nurses than teacher centred activities. The least favoured teaching method being the lecture.
使用奥斯古德语义差异量表测量了实习护士对十种不同教学方法的态度。研究考虑了各种变量，如性别、年龄和正在接受的培训类型。方差分析表明，纳入这些变量后态度没有差异，这表明这些护士可被视为一个单一的同质群体。由于护士可被视为一个单一的同质群体，因此可以对这个单一群体的十种教学方法进行比较。结果发现，这些教学方法可分为四个不同的组，以学生为中心的活动比以教师为中心的活动更能让实习护士产生积极的态度。最不受欢迎的教学方法是讲座。
