McVicar Andrew, Andrew Sharon, Kemble Ross
Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom.
Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom.
Nurse Educ Today. 2014 Apr;34(4):560-8. doi: 10.1016/j.nedt.2013.08.012. Epub 2013 Aug 28.
The learning of biosciences is well-documented to be problematic as students find the subjects amongst the most difficult and anxiety-provoking of their pre-registration programme. Studies suggest that learning consequently is not at the level anticipated by the profession. Curriculum innovations might improve the situation but the effectiveness of applied interventions has not been evaluated.
To undertake an integrative review and narrative synthesis of curriculum interventions and evaluate their effect on the learning of biosciences by pre-registration student nurses. Review methods A systematic search of electronic databases CINAHL, Medline, British Nursing Index and Google Scholar for empirical research studies was designed to evaluate the introduction of a curriculum intervention related to the biosciences, published in 1990-2012. Studies were evaluated for design, receptivity of the intervention and impact on bioscience learning.
The search generated fourteen papers that met inclusion criteria. Seven studies introduced on-line learning packages, five an active learning format into classroom teaching or practical sessions, and two applied Audience Response Technology as an exercise in self-testing and reflection. Almost all studies reported a high level of student satisfaction, though in some there were access/utilization issues for students using on-line learning. Self-reporting suggested positive experiences, but objective evaluation suggests that impacts on learning were variable and unconvincing even where an effect on course progress was identified. Adjunct on-line programmes also show promise for supporting basic science or language acquisition.
Published studies of curriculum interventions, including on-line support, have focused too heavily on the perceived benefit to students rather than objective measures of impact on actual learning. Future studies should include rigorous assessment evaluations within their design if interventions are to be adopted to reduce the 'bioscience problem'.
生物科学的学习存在诸多问题，这已被充分记录，因为学生们发现这些学科是他们预注册课程中最难且最易引发焦虑的科目。研究表明，学习效果因此未达到该专业预期的水平。课程创新或许能改善这种情况，但应用干预措施的有效性尚未得到评估。
对课程干预措施进行综合回顾和叙述性综合分析，并评估其对预注册学生护士生物科学学习的影响。
设计了对电子数据库CINAHL、Medline、英国护理索引和谷歌学术进行系统检索，以查找1990年至2012年发表的关于评估与生物科学相关课程干预措施引入情况的实证研究。对研究的设计、干预措施的接受度以及对生物科学学习的影响进行评估。
检索产生了14篇符合纳入标准的论文。7项研究引入了在线学习包，5项将主动学习形式引入课堂教学或实践课程，2项应用了观众反应技术作为自我测试和反思的练习。几乎所有研究都报告了学生的高度满意度，不过在一些研究中，使用在线学习的学生存在访问/利用问题。自我报告表明有积极体验，但客观评估表明，即使确定了对课程进展有影响，对学习的影响也是多变且缺乏说服力的。辅助在线课程在支持基础科学或语言习得方面也显示出前景。
已发表的关于课程干预措施的研究，包括在线支持，过于侧重于学生的感知益处，而非对实际学习影响的客观衡量。如果要采用干预措施来减少“生物科学问题”，未来的研究应在设计中纳入严格的评估评价。
