Elliott Annette M
J Nurs Educ. 2017 Jan 1;56(1):12-21. doi: 10.3928/01484834-20161219-04.
Although many nursing programs have transitioned toward the use of concept-based curricula, the evaluation of student learning associated with the curricular approach has been limited. An evaluation of student learning related to professional values for programs offering concept-based curricula was not evident in the literature. The purpose was to determine how a course competency related to professional values was addressed by nursing students studying in a concept-based nursing curriculum.
The qualitative methodology of framework analysis was used to evaluate written assignments (N = 75).
The core concept appreciation for professional values and the core concept disillusionment with unprofessional behaviors were identified in students' written reflections.
The core concept of appreciation for professional values contributes to an evidence base of contemporary professional values identified in nursing. The core concept of disillusionment with unprofessional behaviors can inform curricular planning and research on how to advocate for professional behaviors. [J Nurs Educ. 2017;56(1):12-21.].
尽管许多护理课程已向基于概念的课程过渡，但与这种课程方法相关的学生学习评估一直很有限。文献中未发现对提供基于概念课程的项目中与专业价值观相关的学生学习进行评估的内容。目的是确定在基于概念的护理课程中学习的护理学生如何处理与专业价值观相关的课程能力。
采用框架分析的定性方法来评估书面作业（N = 75）。
在学生的书面反思中确定了对专业价值观的核心概念欣赏以及对不专业行为的核心概念幻灭。
对专业价值观的欣赏这一核心概念有助于建立护理中确定的当代专业价值观的证据基础。对不专业行为的幻灭这一核心概念可为课程规划以及如何倡导专业行为的研究提供信息。[《护理教育杂志》。2017；56(1)：12 - 21。]
