Monash University, Wellington Road, Clayton, Victoria, Australia.
Head of Department, School of Primary and Allied Health Care, Monash University, Level 2, Building H, Peninsula Campus, McMahons Road, Frankston, Victoria, 3199, Australia.
Nurse Educ Pract. 2019 Nov;41:102633. doi: 10.1016/j.nepr.2019.102633. Epub 2019 Oct 3.
Self-regulated learning is a model of learning situated in social cognitive theory that views learners as active participants in their learning. Similarly, peer-learning is a pedagogical approach that assigns greater autonomy to the student and known to enhance student learning. The objective of this study was to determine the self-regulated learning strategies used by final year undergraduate nursing students enrolled in a teaching unit that included a component of peer-teaching. A mixed methods study was conducted across four campuses of one university. Three hundred and five undergraduate nursing students completed The Motivational Strategy for Learning Questionnaire and fourteen students consented to interviews. Key findings included the high level of reported motivational and learning strategies used by students in their approach to learning, and in their roles as near-peer teachers. Learning strategies were associated with higher-order learning and near-peer teaching enhanced shared regulation using dyadic teaching. This study has shown how participating in a formal teaching unit prior to graduating may positively influence self-regulatory behaviours and increase student confidence and is therefore uniquely situated to promoting students' anticipatory control over similar opportunities in the clinical setting once they graduate.
自我调节学习是一种学习模式，位于社会认知理论中，认为学习者是学习的积极参与者。同样，同伴学习是一种教学方法，赋予学生更大的自主权，并被认为可以提高学生的学习效果。本研究的目的是确定参加包括同伴教学组成部分的教学单元的最后一年护理本科生使用的自我调节学习策略。这是一项在一所大学的四个校区进行的混合方法研究。305 名护理专业本科生完成了学习动机策略问卷，14 名学生同意接受访谈。主要发现包括学生在学习方法和作为准同伴教师的角色中使用的高水平动机和学习策略。学习策略与高阶学习相关，同伴教学通过对偶教学增强了共享调节。这项研究表明，在毕业前参加正式的教学单元可能会对自我调节行为产生积极影响，并提高学生的信心，因此特别适合在学生毕业后促进他们对临床环境中类似机会的预期控制。
