Reinke Nicole B
School of Health and Sports Sciences, University of the Sunshine Coast, Australia; School of Veterinary and Biomedical Sciences, James Cook University, Australia.
Nurse Educ Today. 2018 Mar;62:137-142. doi: 10.1016/j.nedt.2017.12.015. Epub 2017 Dec 15.
Many pre-registration nursing programs in Australia use distributive models of clinical placement whereby students attend placement on regular days each week of the teaching semester. The use of this model offers practical advantages by increasing the placement offerings, but reduces the weekdays available for students to attend on-campus classes. The impact of introducing this model on the delivery of on-campus classes has not been examined.
The aim of this study was to explore the impact of delivering classes using a condensed weekly timetable on the academic achievement, learning experiences and approaches to learning of pre-registration Bachelor of Nursing Science students at an Australian regional university.
This was a mixed methods study, including Likert-type and free text responses. Second-year students studying Human Pathophysiology and Pharmacology were invited to complete a questionnaire about their learning practices and experiences; student grades were obtained from official university records.
The academic achievement of students learning under the condensed class schedule was approximately 7.5% lower than that achieved by cohorts prior to the timetable changes. This resulted in an additional 9% of the cohort failing the subject compared to previous cohorts. Many students reported that they did not prepare adequately for classes and that their learning experiences were negatively impacted by the condensed class timetable.
The incorporation of a distributed model for clinical placements required major changes to the delivery of on-campus coursework classes and added to the semester workload for some Nursing Science students. These changes coincided with lower academic achievement by students learning Human Pathophysiology and Pharmacology and poorer quality learning experiences. The development of students' awareness of how they study and the effectiveness of their study practices may help them to develop self-regulated learning skills which will assist them to succeed in diverse learning environments and workplaces.
澳大利亚许多预注册护理课程采用临床实习分配模式，即学生在教学学期的每周固定日期参加实习。这种模式的使用通过增加实习机会提供了实际优势，但减少了学生可用于参加校内课程的工作日。尚未研究引入这种模式对校内课程授课的影响。
本研究的目的是探讨在澳大利亚一所地区性大学使用压缩的每周课程表授课对预注册护理科学专业本科学生的学业成绩、学习体验和学习方法的影响。
这是一项混合方法研究，包括李克特式和自由文本回复。邀请学习人体病理生理学和药理学的二年级学生完成一份关于他们学习实践和体验的问卷；学生成绩从大学官方记录中获取。
在压缩课程表下学习的学生的学业成绩比课程表改变前的同届学生低约7.5%。与之前的同届学生相比，这导致该届学生中多9%的人该科目不及格。许多学生报告说，他们没有为课程做好充分准备，并且他们的学习体验受到压缩课程表的负面影响。
采用临床实习分配模式需要对校内课程的授课方式进行重大改变，并增加了一些护理科学专业学生的学期工作量。这些变化同时伴随着学习人体病理生理学和药理学的学生学业成绩下降以及学习体验质量变差。培养学生对自身学习方式及其学习实践有效性的认识，可能有助于他们培养自我调节学习技能，这将帮助他们在不同的学习环境和工作场所取得成功。
