The University of Hong Kong, Hong Kong.
The University of Hong Kong, Hong Kong.
Nurse Educ Today. 2018 Jul;66:179-186. doi: 10.1016/j.nedt.2018.04.015. Epub 2018 Apr 16.
The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches.
This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ).
Survey research design was used in the study.
A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study.
Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment.
Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure.
Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure nursing students' approaches to learning and facilitate their learning in the clinical practicum setting.
在临床工作环境中对学习方法的研究仍然是一个研究不足的领域。尽管学习方法工具已经得到验证，并在各种临床环境中得到应用，但对于个体项目在多大程度上能够有效地反映特定的学习策略和动机，从而有效地描述学生的学习方法，我们知之甚少。
本研究旨在使用工作场所学习方法问卷（ALWQ）测量临床实习中的护理学生的学习方法。
本研究采用调查研究设计。
参加为期 6 周临床实习课程的 3 年级护理学生（n=208）参加了这项研究。
进行了因素分析，然后进行了项目反应理论分析，包括模型假设评估（单维性和局部独立性）、项目校准和拟合度评估。
得出了两个分量表，即深度和表面。研究结果表明：（a）测量源于内在兴趣和将新思想与类似情况联系起来的深层策略的内在动机以及概念图的项目，是最强的区分指标；（b）没有整体画面的记忆事实和细节的表面策略在所有表面项目中表现出最高的区分力；（c）两个分量表似乎都能在评估广泛的相应潜在特质方面提供信息。从这项研究中得出的 21 项 ALWQ 呈现出一种高效、内部一致和精确的测量方法。
研究结果为 ALWQ 在临床实习背景下的心理测量评估提供了有用的信息，为 ALWQ 在护理教育实践和研究中的应用提供了证据，并呼应了之前关于情境因素在影响学生选择不同学习策略方面的作用的研究讨论。它们为临床教育工作者提供了衡量护理学生学习方法的见解，并促进了他们在临床实习环境中的学习。
