Rakoczy M, Money S
Humber College, Toronto, Ontario, Canada.
J Prof Nurs. 1995 May-Jun;11(3):170-4. doi: 10.1016/s8755-7223(95)80116-2.
The theoretical framework of this study was based on Kolb's model of experiential learning which proposes four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's Learning Style Inventory was used to assess preferences for these four learning modes. A freshman questionnaire developed by Peter Dietsche was used to determine basic demographic and background information, education goals, goal of obtaining a diploma, and goals in attending college. This study was conducted over a 3-year period (1990-1992). One hundred seventy-six female nursing students were tested in year 1. In the second year 138 of the original cohort were tested and in the third year 144 were tested. First year nursing students on the average selected as their cycle of learning: active experimentation "doing," reflective observation "watching," abstract conceptualization "thinking," and concrete experience "feeling." Little difference was noted in the learning style selected in year 2 and 3. In years 1, 2, and 3 nursing students' dominant learning style was that of Assimilator which combines the learning steps of abstract conceptualization (thinking) and reflective observation (watching).
本研究的理论框架基于科尔布的体验式学习模型，该模型提出了四个阶段：具体体验、反思观察、抽象概念化和主动实验。科尔布学习风格量表用于评估对这四种学习模式的偏好。彼得·迪特舍编制的新生问卷用于确定基本人口统计学和背景信息、教育目标、获得文凭的目标以及上大学的目标。本研究历时三年（1990 - 1992年）。第一年对176名女性护理专业学生进行了测试。第二年对最初那一组中的138名学生进行了测试，第三年对144名学生进行了测试。一年级护理专业学生平均选择的学习周期为：主动实验（“做”）、反思观察（“看”）、抽象概念化（“思考”）和具体体验（“感受”）。在第二年和第三年所选的学习风格方面未发现显著差异。在第一年、第二年和第三年，护理专业学生的主导学习风格是同化者风格，它结合了抽象概念化（“思考”）和反思观察（“看”）的学习步骤。
