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A description and comparison of RN -BSN nursing students' perceptions of student -teacher relationships in traditional and Internet distance education nursing courses.

机译：描述和比较RN -BSN护理学生在传统和互联网远程教育护理课程中对师生关系的看法。

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摘要

Traditionally, students' relationships with teachers have developed formally through face-to-face communication within the context of college campus settings. Currently, students enrolled in Internet Distance Education (IDE) nursing courses use various synchronous and asynchronous communication methods to develop student-teacher relationships outside the physical classroom. Little information is available in the professional literature regarding whether or not students in IDE nursing courses develop student-teacher relationships, given little or no face-to-face communication. In this study, RN-BSN students' perceptions of nursing student-teacher relationships were explored and perceptions of students in traditional classroom (TC) and IDE nursing courses were compared. Differences in the frequency of synchronous and asynchronous communication methods used by the two groups were also explored.;Barrett-Lennard's (1962, 1998) theory of student-centered teaching which proposes that the development of student-teacher relationships are characterized by perceptions of regard, unconditionality of regard, empathetic understanding, and congruence served as the framework for this study.;Data were collected from a nation-wide sample (N = 182) of RN-BSN students enrolled in TC (n = 109) and IDE nursing courses (n = 73). Data collection methods included both print and Internet web-based versions of the Barrett-Lennard Relationship Inventory (BLRI).;Data analyses revealed no significant differences between RN-BSN students in TC nursing courses and those in IDE nursing courses on the four BLRI subscales. In general, both groups of RN-BSN students had equally positive perceptions of the student teacher relationship (MTC = 273.7; MIDE = 272.6; where the possible range = 64 to 384). BLRI scores did not differ between male and female students, those in private or public colleges, or among students of different racial backgrounds. There were statistically significant differences between the groups on the type and frequency of several communication methods used with faculty.;Findings of this study suggest that student-teacher relationships in Internet distance education (IDE) nursing courses are comparable to those relationships in traditional classroom (TC) settings. Implications for nursing are presented, along with discussion of advantages and disadvantages of web-based data collection methods.
机译：传统上，学生与老师的关系是通过在大学校园环境中进行面对面的交流而正式发展的。当前，参加Internet远程教育（IDE）护理课程的学生使用各种同步和异步通信方法来在物理教室之外发展学生与教师的关系。在专业文献中，很少或几乎没有面对面的交流，关于IDE护理课程中的学生是否发展了学生与教师的关系的信息很少。在这项研究中，探讨了RN-BSN学生对护理师生关系的看法，并比较了传统教室（TC）和IDE护理课程中学生的看法。还探讨了两组使用的同步和异步通信方法的频率差异。； Barrett-Lennard（1962，1998）以学生为中心的教学理论提出，以师生关系为特征来发展师生关系，无条件的关注，同理心的理解和一致作为本研究的框架。数据收集自全国范围内（N = 182）参加TC（n = 109）和IDE护理课程的RN-BSN学生（n = 73）。数据收集方法包括基于Barrett-Lennard关系调查表（BLRI）的印刷版和基于Internet的网络版本。数据分析显示，在四个BLRI子量表上，TC-护理课程的RN-BSN学生与IDE护理课程的RN-BSN学生之间没有显着差异。 。总体而言，两组RN-BSN学生对学生与教师的关系都持同样积极的看法（MTC = 273.7； MIDE = 272.6；可能的范围是64至384）。男女学生，私立或公立大学的学生或不同种族背景的学生之间的BLRI分数没有差异。两组之间在教职员工使用的几种交流方式的类型和频率上有统计学上的显着差异。这项研究的结果表明，互联网远程教育（IDE）护理课程中的师生关系与传统课堂中的这种关系具有可比性（ TC）设置。提出了护理的含义，并讨论了基于Web的数据收集方法的优缺点。

著录项

  • 作者

    Al-Saleh, Mary Margaret.;

  • 作者单位

    Widener University School of Nursing.;

  • 授予单位 Widener University School of Nursing.;
  • 学科 Health Sciences Nursing.;Health Sciences Education.;Education Technology of.
  • 学位 D.N.Sc.
  • 年度 2002
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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