Huckabay L M, Cooper P G, Neal M C
Nurs Res. 1977 Sep-Oct;26(5):380-5.
To test the effects of different teaching techniques on learning, transfer of learning, and affective behavior of nurses, three hypotheses were developed based on Gagne's Theory of Knowledge Acquisition, Ellis' Theory of Transfer of Learning, and Bloom's Theory of Affective Consequences of Knowledge. The hypotheses tested were that an experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than control groups. Subjects were 131 staff nurses. The E group (N=36) was taught by means of filmstrip with discussion (FD). Control groups II, III, and IV (N=33, 31, and 31 subjects, respectively) were taught by means of lecture alone (L), lecture with discussion (LD), and filmstrip alone (F), respectively. The content taught was Engel's Theory of Grief and Mourning Process. Pre- and posttests were done to obtain measures on learning and transfer. Results showed that the E group transferred significantly more than the L group; in general, all groups showed significant increases in learning and transfer; film groups transferred significantly more than the lecture groups; subjects preferred LD and FD significantly more than F or L. Implications were made for education of patients, students, and staff.
为了测试不同教学方法对护士学习、学习迁移和情感行为的影响，基于加涅的知识获取理论、埃利斯的学习迁移理论和布鲁姆的知识情感后果理论，提出了三个假设。所测试的假设是，实验组（E组）在学习、迁移和情感行为方面的表现将显著优于对照组。研究对象为131名在职护士。E组（N = 36）通过带讨论的幻灯片（FD）进行教学。对照组II、III和IV（分别有33名、31名和31名受试者）分别通过单纯讲座（L）、讲座加讨论（LD）和单纯幻灯片（F）进行教学。所教授的内容是恩格尔的悲伤与哀悼过程理论。进行了前测和后测以获取学习和迁移方面的测量数据。结果表明，E组的迁移显著多于L组；总体而言，所有组在学习和迁移方面都有显著提高；观看幻灯片组的迁移显著多于讲座组；受试者对LD和FD的偏好显著高于F或L。研究结果对患者、学生和工作人员的教育具有启示意义。
