Shin Hyunsook, Sok Sohyune, Hyun Kyung Sun, Kim Mi Ja
College of Nursing Science, Kyung Hee University, Seoul, South Korea; College of Nursing, University of Illinois at Chicago, Illinois, USA.
J Adv Nurs. 2015 Mar;71(3):591-8. doi: 10.1111/jan.12564. Epub 2014 Nov 10.
To evaluate the effect of an active learning program on competency of senior students.
Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined.
A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group.
A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program.
The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas.
The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency.
评估一项主动学习计划对高年级学生能力的影响。
主动学习策略已被用于帮助学生获得理想的护理能力，但其有效性尚未得到系统检验。
采用描述性横断面比较设计。使用t检验进行两组队列比较：一组为主动学习组，另一组为传统学习组。
共有147名即将毕业的高年级护理专业学生参与本研究：2010年有73名，2013年有74名。主动学习计划包括高仿真模拟、情境案例研究、标准化病人、音频视频回放、反思活动以及诸如基于智能平板电脑的程序等技术。
主动学习组的护理能力总体得分显著高于传统学习组。在五个总体子领域中，主动学习组的特殊和一般临床表现能力、批判性思维和人文理解得分显著高于传统学习组。重要性-表现分析表明，主动学习组的所有五个子领域都集中在高重要性和高表现象限，表明取得了显著更好的成绩。相比之下，传统学习组的学生在三个象限中呈分散模式，不包括低重要性和低表现象限。这种模式表明传统学习方法在最重要的领域没有产生高性能。
本研究结果表明，主动学习策略有助于帮助本科生获得能力。
