• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >A study exploring retention and learning styles with the use of mind maps in a nursing simulation activity.
【24h】

A study exploring retention and learning styles with the use of mind maps in a nursing simulation activity.

机译：一项在护理模拟活动中使用思维导图探索保留和学习方式的研究。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Nursing students encounter and study vast quantities of information during their course of education and must demonstrate true learning to apply the information to course tests, licensure exams, and safely care for patients. The purpose of the quantitative, non-randomized, quasi-experimental study was to determine whether there was a significant difference in students' test scores when an instructor-made mind map was used as a teaching and learning aid in a nursing simulation activity, as compared to a control group of students who do not use the mind map, including any learning style interaction. The study had 64 participants who completed all aspects of the study, which included a demographic survey, the Heart Disease Fact Questionnaire, (Wagner, Lacey, Chyun and Abbott, 2005) as the pre-test and post-test, and an Index of Learning Styles, (Felder and Soloman, n.d.) to identify learning preferences. The cognitive, brain-based theory and Buzan's theory of learning served as the theoretical framework for this study (Buzan, 2010). Data were analyzed using SPSS, and included descriptive statistics, independent sample t-tests, and a mixed ANOVA, to answer the research questions. The findings lacked statistical significance to support accepting the hypotheses that mind maps made a significant difference in test scores; therefore, the null hypothesis of no significance was accepted. Limitations of the study were that it was confined to one course in the nursing students program and the study occurred after they had already learned about chronic conditions resulting in heart disease. An additional limitation was in the use of a pre-test and post-test not standardized to their text. Recommendations for further research are for a study that reaches students earlier in their program of study and using an instrument for evaluation that is more indicative of the content.
机译：护理专业学生在学习过程中会遇到并学习大量信息，他们必须展示出真正的学习能力，才能将这些信息应用于课程测试，执照考试以及安全地照顾患者。定量，非随机，半实验研究的目的是，确定将指导教师制作的思维导图用作护理模拟活动的教与学工具时，学生的考试成绩是否存在显着差异，例如与不使用思维导图（包括任何学习方式互动）的对照组学生相比。该研究有64位参与者完成了研究的所有方面，其中包括人口统计学调查，心脏病事实调查表（Wagner，Lacey，Chyun和Abbott，2005年）作为前测和后测，以及学习风格（Felder和Soloman，nd）来识别学习偏好。认知，基于脑的理论和Buzan的学习理论是该研究的理论框架（Buzan，2010）。使用SPSS分析数据，包括描述性统计数据，独立样本t检验和混合方差分析，以回答研究问题。这些发现缺乏统计意义，无法支持接受思维导图在考试成绩上产生重大差异的假设。因此，没有意义的零假设被接受。该研究的局限性在于，该课程仅限于护理学生计划中的一门课程，并且该研究是在他们已经了解导致心脏病的慢性病之后进行的。另一个限制是使用了未按其文字标准化的测试前和测试后。进一步研究的建议是针对在学习计划中较早到达学生的研究，并使用一种更能说明内容的评估工具。

著录项

  • 作者

    Jones, Theresa D.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Adult education.;Nursing.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 86 p.
  • 总页数 86
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号