护理专业学生在基于问题的学习环境中影响学习成果的因素体验：一项定性描述性研究。
Nursing students' experiences of what influences achievement of learning outcomes in a problem-based learning context: A qualitative descriptive study.
机构信息
Department of Health, Blekinge Institute of Technology, Karlskrona, Sweden.
出版信息
Nurs Open. 2021 Jul;8(4):1863-1869. doi: 10.1002/nop2.842. Epub 2021 Mar 11.
Abstract
AIM
This study aimed to describe nursing students' experiences of what facilitate or impede the achievement of learning outcomes in PBL-based nursing education.
DESIGN
A qualitative descriptive design was used.
METHODS
Data were collected from individual semi-structured interviews with 18 undergraduate nursing students in Sweden and were analysed using Burnard's qualitative content analysis.
RESULTS
The results were organized into three categories: (a) understanding of the required level of knowledge depth (b) tutor's engagement and (c) student base group interactions. These categories represent essential components of PBL that could either facilitate or impede students' achievement of learning outcomes in nursing education. To improve the students' opportunities to achieve the learning outcomes, proper introduction of and a continuous education on PBL as a pedagogical method provided both to students and tutors should be considered important.
摘要
目的
本研究旨在描述护理专业学生在基于问题式学习（PBL）的护理教育中，学习成果的取得受到哪些因素的促进或阻碍。
设计
采用定性描述性设计。
方法
数据来自于瑞典 18 名本科护理专业学生的个人半结构化访谈，采用伯纳的定性内容分析法进行分析。
结果
结果分为三个类别：（a）对所需知识深度的理解；（b）导师的参与；（c）学生基础群体的互动。这些类别代表了 PBL 的基本组成部分，它们可以促进或阻碍护理教育中学生学习成果的取得。为了提高学生实现学习成果的机会，应考虑将 PBL 作为一种教学方法，对学生和导师进行适当的介绍和持续的教育。
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