J Nurs Educ. 2014 Mar;53(3):177-9. doi: 10.3928/01484834-20140223-02. Epub 2014 Feb 23.
Faculty who want to energize graduate students with creative classes that lead to long-lasting learning will benefit by designing course objectives, learning activities, and assessment tools using Fink's taxonomy of significant learning and Wiggins's insights on performance-based or educative assessments. Research shows that course designs relying on content-driven lectures and written examinations do not promote significant learning among adult learners. This article reviews six types of significant learning using Fink's taxonomy and examines Wiggins's "backward" approach to designing courses using performance-based assessments that gauge true learning and learning that promotes a lasting change. When designing courses, educators should ask: "What do I really want students to get out of this course?" The answers will direct the design of objectives, learning activities, and assessment tools. Designing graduate courses using Fink's taxonomy and Wiggins's backward approach can lead to significant learning to better prepare nurse practitioners for the future of health care.
想要通过能够带来持久学习的创造性课程激发研究生积极性的教师，可以通过使用芬克的重要学习分类法和威金斯关于基于表现或教育性评估的见解来设计课程目标、学习活动和评估工具，从中受益。研究表明，依赖于内容驱动的讲座和书面考试的课程设计并不能促进成年学习者的重要学习。本文使用芬克的分类法回顾了六种类型的重要学习，并研究了威金斯的“反向”方法，即使用基于表现的评估来设计课程，这些评估衡量真正的学习和促进持久变化的学习。在设计课程时，教育者应该问：“我真的希望学生从这门课程中学到什么？”答案将指导目标、学习活动和评估工具的设计。使用芬克的分类法和威金斯的反向方法设计研究生课程，可以实现有意义的学习，从而更好地为护士从业者做好未来医疗保健的准备。
