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首页> 外文期刊>Journal of Nursing Education and Practice >Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in Fundamentals and Medical Surgical II nursing courses
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Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in Fundamentals and Medical Surgical II nursing courses

机译：在基础和医学外科II护理课程中实施以过程为导向的小组情景练习的指导式探究学习（POGIL）教学法

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Background and objective: Research with Process Oriented Guided Inquiry Learning (POGIL), an interactive learning pedagogy, has shown improvement in grades and student satisfaction in science and nursing courses. POGIL is an active teaching strategy which utilizes small groups of students to analyze case studies. The student teams participate in groups of four to problem solve topics based on the material taught. POGIL can be additional to lecture and didactic teaching methods to help with the synthesis and analysis of content taught. The object of this study was to compare final course and national standardized exam grades between POGIL and comparison groups in both Fundamentals and Medical-Surgical II nursing courses.Methods: A quantitative, comparative design was used.Results: The Fundamentals POGIL group had significantly higher scores on a standardized national exam (p = .001) than a comparison group; no significant difference in final course grades was found. The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades. Students in POGIL groups were given a satisfaction survey and indicated the experience was helpful to improving grades and understanding course content.Conclusions: In classes that used POGIL, there were higher scores on a standardized national exam scores but not final course grades for students in the Fundamentals course. Using POGIL in Medical Surgical Nursing II courses revealed no difference in final course grades or on national standardized exam scores. The use of POGIL for beginning nursing students may be more helpful as these students are in the process of determining which learning strategies are most helpful as they progress through the nursing curriculum. Introducing a new pedagogy to students in their last semester of the nursing program was not as helpful possibly because students have established successful strategies for learning prior to this last semester. Future research to further explore the impact of POGIL on grades and standardized tests scores in other nursing curriculum courses such as mental health or care of the emerging family is recommended. Exploring POGIL and the impact on the development of clinical thinking and clinical practice is another line of inquiry that could be explored.
机译：背景与目的：面向过程的引导式探究式学习（POGIL）是一种交互式学习方法，它的研究表明科学和护理课程的成绩和学生满意度都有所提高。 POGIL是一种主动的教学策略，它利用小组学生分析案例研究。学生团队参加四个小组，根据所教授的材料解决问题。 POGIL可以作为讲课和教学方法的补充，以帮助综合和分析所教授的内容。这项研究的目的是比较基础和医学外科II护理课程中POGIL和比较组之间的最终课程和国家标准化考试成绩。方法：采用了定量的比较设计。结果：基础POGIL组的评分明显更高在标准化国家考试中的得分（p = .001），而不是在比较组中;最终课程成绩没有明显差异。医学外科护理II POGIL和对照组在标准化国家考试或最终课程成绩方面无显着差异。结论：在使用POGIL的班级中，标准化国家考试成绩较高，但在POGIL组的学生的最终课程成绩中则没有。基础课程。在医学外科护理II课程中使用POGIL显示，最终课程成绩或国家标准化考试成绩没有差异。对于刚开始护理的学生，使用POGIL可能会更有帮助，因为这些学生正在确定哪种学习策略在护理课程中进步最大。在护理课程的最后一个学期向学生介绍一种新的教学法可能没有帮助，因为学生在此最后一个学期之前已经建立了成功的学习策略。建议进行进一步研究，以进一步探讨POGIL对其他护理课程课程（例如心理健康或新兴家庭的护理）中成绩和标准化考试成绩的影响。探索POGIL及其对临床思维和临床实践发展的影响是可以探索的另一条查询线。

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