University of East London, United Kingdom.
London South Bank University, United Kingdom.
Nurse Educ Pract. 2020 Nov;49:102918. doi: 10.1016/j.nepr.2020.102918. Epub 2020 Nov 9.
This research aimed to investigate whether a correlation exists between students' approach to learning and clinical decision-making and to determine whether an educational learning intervention would impact on clinical decision-making outcomes. Tait, Entwistle and McCune's Approaches to Study Skills for Students (ASSIST) and Jenkins' Clinical Decision Making Nursing Scale (CDMNS) was administered to a convenience sample of adult nursing students (n = 78) at a university in central London, UK, at the beginning of the final year of their nursing course and, following the learning intervention, again at the end of the year. Pre-intervention, 38% of participants predisposed to the surface approach to learning; post-intervention, less than 8%. Clinical decision-making scores were statistically significantly higher for students adopting the strategic approach at the pre-intervention point and significantly higher for those adopting the deep approach at the post-intervention point. At both pre- and post- intervention data collection points there was a negative correlation between the surface approach and clinical decision-making scores. Findings indicate a statistically significant relationship exists between participants' approach to learning and their clinical decision-making. Changing from the surface to either the strategic or deep approach to learning is shown to impact positively on clinical decision-making outcomes.
本研究旨在探讨学生的学习方法与临床决策之间是否存在相关性，并确定教育学习干预是否会影响临床决策结果。在英国伦敦市中心的一所大学，我们对成人护理专业的学生（n=78）进行了 Tait、Entwistle 和 McCune 的学生学习方法评估（ASSIST）和 Jenkins 的临床决策护理量表（CDMNS）测试，测试在学生护理课程的最后一年开始时进行，干预结束后再进行一次。干预前，38%的参与者倾向于采用表面学习方法；干预后，不到 8%。在干预前，采用策略学习方法的学生的临床决策得分显著更高，而在干预后，采用深度学习方法的学生的临床决策得分显著更高。在干预前后的数据收集点，表面学习方法与临床决策得分呈负相关。研究结果表明，参与者的学习方法与他们的临床决策之间存在统计学上的显著关系。从表面学习方法转变为策略或深度学习方法，对临床决策结果有积极影响。
