Hagen Brad, Awosoga Oluwagbohunmi A, Kellett Peter, Damgaard Marie
University of Lethbridge, Lethbridge, Alberta, Canada.
Int J Nurs Educ Scholarsh. 2013 Apr 23;10:/j/ijnes.2013.10.issue-1/ijnes-2012-0044/ijnes-2012-0044.xml. doi: 10.1515/ijnes-2012-0044.
This article describes the results of a qualitative research study evaluating nursing students' experiences of a mandatory course in applied statistics, and the perceived effectiveness of teaching methods implemented during the course. Fifteen nursing students in the third year of a four-year baccalaureate program in nursing participated in focus groups before and after taking the mandatory course in statistics. The interviews were transcribed and analyzed using content analysis to reveal four major themes: (i) "one of those courses you throw out?," (ii) "numbers and terrifying equations," (iii) "first aid for statistics casualties," and (iv) "re-thinking curriculum." Overall, the data revealed that although nursing students initially enter statistics courses with considerable skepticism, fear, and anxiety, there are a number of concrete actions statistics instructors can take to reduce student fear and increase the perceived relevance of courses in statistics.
本文描述了一项定性研究的结果，该研究评估了护理专业学生对应用统计学必修课的体验，以及该课程中所采用教学方法的感知有效性。在一个为期四年的护理学学士学位项目的三年级，15名护理专业学生在修读统计学必修课前后参加了焦点小组讨论。访谈内容经转录后采用内容分析法进行分析，揭示了四个主要主题：（i）“那种你想扔掉的课程？”，（ii）“数字和可怕的方程式”，（iii）“统计学伤员的急救”，以及（iv）“对课程设置的重新思考”。总体而言，数据显示，尽管护理专业学生最初带着相当多的怀疑、恐惧和焦虑进入统计学课程，但统计学教师可以采取一些具体行动来减轻学生的恐惧，并提高学生对统计学课程相关性的认知。
