School of Health and Society, University of Salford, Fredrick Road Campus, Salford, Greater Manchester M6 6PU, England, United Kingdom of Great Britain and Northern Ireland.
J Prof Nurs. 2019 May-Jun;35(3):216-223. doi: 10.1016/j.profnurs.2018.12.004. Epub 2018 Dec 30.
Educational taxonomies are utilised within nursing programmes to design curriculum, develop learning objectives, and measure attainments including the assessment of values, behaviours, and attitudes. Current measurement of the affective domain is limited, relying on quantitative tools, often immediately before and after learning activities.
This paper examines the reliability of a qualitative framework to assess the long-term impact of learning activities known to stimulate affective domain development.
Epstein's (1977) qualitative framework was applied to the self-reported responses of twelve international nurses (20-24 months post nurse registration) who had engaged in learning activities during their pre-registration programme that were considered to be enrichment (international placement, interprofessional learning, simulation and blended learning).
Epstein's framework was used to measure the degree of affective domain development from the self-reported responses of the students. The degree of modification in affective domain development was assessed as dentification level (assuming a different attitude or behaviour) for four nurses and internalisation stage for eight nurses (embracing new values and attitudes).
Epstein's framework is a reliable tool that can capture the short and long-term modification in affective domain development of nurses after they have experienced transformational learning activities. Key elements that move a nurse from identification to internalisation level are the motivating reason for undertaking the activity and reflection on the learning.
教育分类法被用于护理课程设计、学习目标制定以及评估成果，包括价值观、行为和态度的评估。目前对情感领域的测量有限，依赖于定量工具，通常在学习活动前后立即进行。
本文旨在检验一种定性框架评估已知能激发情感领域发展的学习活动长期影响的可靠性。
埃普斯坦（1977 年）的定性框架被应用于 12 名国际护士（注册后 20-24 个月）的自我报告反应，他们在注册前的课程中参与了被认为是丰富的学习活动（国际安置、跨专业学习、模拟和混合学习）。
埃普斯坦的框架被用于从学生的自我报告中衡量情感领域发展的程度。四名护士的情感领域发展的改变程度被评估为认同阶段（假设一种不同的态度或行为），八名护士的情感领域发展的改变程度被评估为内化阶段（接受新的价值观和态度）。
埃普斯坦的框架是一种可靠的工具，可以捕捉护士在经历变革性学习活动后情感领域发展的短期和长期变化。将护士从认同阶段提升到内化阶段的关键要素是参与活动的动机以及对学习的反思。
