Roller Maureen C, Zori Susan
Adelphi University, College of Nursing and Public Health, 1South Ave, Garden City, 11530, NY, USA.
Nurse Educ Today. 2017 Mar;50:72-76. doi: 10.1016/j.nedt.2016.12.003. Epub 2016 Dec 16.
POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork.
To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined.
DESIGN/METHODS: This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results.
A mid-size, private university in the northeastern United States was the setting.
A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester.
The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75).
The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be beneficial in educating undergraduate nursing students.
过程导向性小组学习（POGIL）让学生以小组形式，分别承担组长、管理者、记录员和反思者的角色，以完成科学课程中的基于问题的活动。研究表明，这一方法显著提高了学生在科学课程和护理基础课程中的成绩以及课程满意度。在基础护理课程中对护生采用POGIL有助于提高期末成绩和课程满意度，同时促进主动学习、批判性思维和团队合作。
比较两组基础护理学生在期末课程成绩、评估技术学院有限责任公司（ATi）分数和课程满意度方面的差异。其中一组采用以问题为导向的引导探究式学习（POGIL）作为教学策略，另一组未采用。同时还考察了学生对在POGIL中所扮演不同角色的满意度。
设计/方法：本定量描述性研究采用比较设计，一组学生在课堂分析案例时采用POGIL，另一组为对照组，不采用POGIL。采用t检验比较期末成绩、ATi分数和满意度调查结果。
美国东北部一所中型私立大学。
选取了一个便利样本，为大三学期修读护理基础课程的准执照本科护生。
实验组（N = 63）比对照组（N = 75）的期末课程成绩更高（p = 0.046），对课程材料的理解更好（p = 0.005），对成绩的满意度更高（p = 0.008）。
本研究结果显示，与未采用POGIL的学生相比，采用POGIL的基础护理学生的期末成绩和课程满意度显著更高。POGIL过程中的主动学习和团队合作，可能对即将转型为执业护士的学生有益。对多种护理课程采用POGIL进行更多研究，可能有助于本科护生的教育。
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