护士教育工作者循证教学策略的综合文献综述
An Integrative Literature Review of Evidence-Based Teaching Strategies for Nurse Educators.
作者信息
Breytenbach Cecile, Ten Ham-Baloyi Wilma, Jordan Portia J
机构信息
About the Authors Cecile Breytenbach, MCur, RN, is a nurse educator at Life Health Care College, East London, Port Elizabeth, South Africa. Wilma ten Ham-Baloyi, PhD, RN, is a research associate at the Faculty of Health Sciences, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. Portia J. Jordan, PhD, MBA, RN, RM, is an associate professor and head of department, Department of Nursing Science, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. The authors acknowledge librarian Madeleine Clare for assisting with the search strategy. For more information, contact Dr. ten Ham-Baloyi at
出版信息
Nurs Educ Perspect. 2017 Jul/Aug;38(4):193-197. doi: 10.1097/01.NEP.0000000000000181.
AIM
The aim of the study was to explore and describe the best available literature on evidence-based teaching strategies that can be used by nurse educators.
BACKGROUND
Evidence-based teaching strategies in nursing education are fundamental to promote an in-depth understanding of information. Although some teaching strategies for nurse educators were identified, no integrative literature review was found summarizing the best teaching strategies for nurse educators.
METHOD
Integrative literature review.
RESULTS
Sixteen studies were included encompassing eight teaching strategies (e-learning, concept mapping, Internet-based learning, web-based learning, gaming, problem-based learning, case studies, and evidence-based learning). Of these, three (concept mapping, Internet-based learning, and evidence-based learning) significantly increased student knowledge.
CONCLUSION
All teaching strategies increased knowledge in some way, indicating that faculties should use a variety of teaching strategies. However, more research is needed to compare the impact of a variety of teaching strategies and the best use of different teaching strategies.
目的
本研究的目的是探索并描述护士教育工作者可采用的循证教学策略方面的最佳现有文献。
背景
护理教育中的循证教学策略对于促进对信息的深入理解至关重要。尽管已确定了一些适用于护士教育工作者的教学策略，但未发现有综合文献综述总结护士教育工作者的最佳教学策略。
方法
综合文献综述。
结果
纳入了16项研究，涵盖8种教学策略（电子学习、概念图、基于互联网的学习、基于网络的学习、游戏、基于问题的学习、案例研究和循证学习）。其中，三种（概念图、基于互联网的学习和循证学习）显著提高了学生的知识水平。
结论
所有教学策略都在某种程度上增加了知识，这表明教师应采用多种教学策略。然而，需要更多研究来比较各种教学策略的影响以及不同教学策略的最佳使用方式。
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