Wang YongHong, Ma JingHua, Gu Yanmei, Wang Jian, Chen Can, Zhang Yan, Wang Rong
Faculty of Nursing, HeBei University of Chinese Medicine, No.3 Xingyuan Rd, LuQuan, Shijiazhuang, Hebei 050200, China.
Faculty of Nursing, HeBei University of Chinese Medicine, No.3 Xingyuan Rd, LuQuan, Shijiazhuang, Hebei 050200, China.
Nurse Educ Today. 2021 Mar;98:104750. doi: 10.1016/j.nedt.2021.104750. Epub 2021 Jan 9.
Self-directed learning (SDL) ability prepares nursing students to adapt to learning after graduation. Jiang An-li's four-dimension model of SDL ability includes the "ability of self-management, ability to apply learning strategy, ability to obtain information and ability to cooperate". Students learning in small heterogeneous groups get the opportunity to work with peers from different backgrounds.
To explore the effect of group cooperative learning on improving SDL ability and its possible path.
A quasi-experimental design was adopted.
Ninety nine sophomore nursing students (Mean age 21.29 ± 0.57) were enrolled in the study. Using the cluster sampling method, thirty students in one administrative class were arranged as a Group Cooperative Class (GCC) and another class (with 69 students) were arranged as a Conventional Class (CC).
The teaching materials in both the GCC and the CC were from the same course - Fundamental Nursing Theories. The teaching activities in the GCC focused on group learning while those in the CC focused on the educator. Scale of SDL Ability (SSDLA) was employed to measure the SDL ability. SSDLA data and class evaluations were collected.
There were statistically significant differences in the total scores of SSDLA and sub dimensions of "ability of self-management", "ability to cooperate" between the GCC and the CC. The GCC scores of a paper test at the end of the semester were higher than those in the CC, with no statistical significance (p > 0.05). GCC students' evaluation of the course was higher than the CC's evaluation, but there was no statistical significance except on the questions of "diversity of teaching methods" and "flexibility of teacher-student interaction" (P < 0.05).
The result of the current study is consistent with Jiang's four-dimension model and suggests that heterogeneous group learning in a small capacity class improves nursing students' SDL ability, possibly through improving their self-management and cooperation abilities.
自主学习（SDL）能力使护理专业学生为毕业后的学习做好准备。蒋安利的SDL能力四维模型包括“自我管理能力、学习策略应用能力、信息获取能力和合作能力”。在异质性小群体中学习的学生有机会与来自不同背景的同龄人合作。
探讨小组合作学习对提高SDL能力的效果及其可能途径。
采用准实验设计。
99名大二护理专业学生（平均年龄21.29±0.57）参与本研究。采用整群抽样法，将一个行政班的30名学生设为小组合作班（GCC），另一个班（69名学生）设为传统班（CC）。
GCC和CC的教材均来自同一门课程——基础护理理论。GCC的教学活动以小组学习为主，而CC的教学活动以教师讲授为主。采用自主学习能力量表（SSDLA）测量SDL能力。收集SSDLA数据和课程评价。
GCC和CC在SSDLA总分及“自我管理能力”“合作能力”维度上存在统计学显著差异。GCC在学期末的笔试成绩高于CC，但无统计学意义（p>0.05）。GCC学生对课程的评价高于CC，但除“教学方法多样性”和“师生互动灵活性”问题外无统计学意义（P<0.05）。
本研究结果与蒋氏四维模型一致，表明小班异质性小组学习可提高护理专业学生的SDL能力，可能是通过提高他们的自我管理和合作能力来实现的。
