Lin Chun-Chih, Han Chin-Yen, Wu Min-Lin Winnie, Hsiao Ping-Ru, Wang Li-Hsiang, Chen Li-Chin
Department of Nursing, Chang Gung University of Science and Technology, Chang Gung Memorial Hospital at Linkou, 2, Jiapu Rd, West Sec. Pu-tz, ChiaYi 613, Taiwan.
Department of Nursing and Clinical Competency Center, Chang Gung University of Science and Technology, Chang Gung Memorial Hospital at Linkou, 261 Wenhua 1 st Rd., Guishan Dist., Tauyuan 333, Taiwan.
Nurse Educ Today. 2021 Jul;102:104935. doi: 10.1016/j.nedt.2021.104935. Epub 2021 Apr 26.
Medical and Surgical Nursing (MSN) is a core course in baccalaureate nursing programs that requires active and effective teaching and learning strategies to enhance students' engagement.
To develop and implement an effective learning process for students undertaking the MSN course.
This participatory action research study used reflection as the center of action in the cycle of planning, acting, observing and reflecting and re-planning.
The study was conducted at a University in southern Taiwan.
Thirty nursing students in their second year of a bachelor program in nursing, aged 19 to 20 years, were recruited via email and completed the study.
The data were collected from February to June 2019 through reflective workshops, group discussions, individual interviews, and field notes. A qualitative content analysis was performed. Four criteria were considered to ensure the trustworthiness of the study process: reliability, validity, transferability, and authentic citations.
Four key themes - two challenges and two adaptive strategies - emerged in relation to the spiral process of improving teaching and learning in the MSN course. Participants experienced two main challenges: the large amount of multidisciplinary knowledge expected, and the rapid pace of the course. The two adaptive strategies were: recognizing their own unique way of learning and becoming an active learner and achiever.
The project helped students to identify their own learning challenges, recognize the need to modify their attitudes and approaches to learning, improve teaching and learning in the MSN course, and identify the characteristics relevant to becoming an active learner and achiever.
《内科与外科护理学》是护理学学士学位课程中的一门核心课程，需要积极有效的教学策略来提高学生的参与度。
为修读《内科与外科护理学》课程的学生开发并实施一种有效的学习过程。
这项参与式行动研究以反思为行动核心，循环进行计划、行动、观察、反思和重新计划。
该研究在台湾南部的一所大学进行。
通过电子邮件招募了30名护理学专业本科二年级学生，年龄在19至20岁之间，并完成了该研究。
2019年2月至6月，通过反思性工作坊、小组讨论、个人访谈和实地记录收集数据。进行了定性内容分析。考虑了四个标准以确保研究过程的可信度：可靠性、有效性、可转移性和真实引用。
在《内科与外科护理学》课程教学与学习改进的螺旋式过程中出现了四个关键主题——两个挑战和两个适应性策略。参与者经历了两个主要挑战：期望掌握的多学科知识量巨大，以及课程进度快。两个适应性策略是：认识到自己独特的学习方式，成为积极的学习者和成功者。
该项目帮助学生识别自己的学习挑战，认识到需要改变学习态度和方法，改进《内科与外科护理学》课程的教学与学习，并确定与成为积极学习者和成功者相关的特征。
