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首页> 外文期刊>Journal of Nursing Education and Practice >Transitioning to concept-based teaching: A discussion of strategies and the use of Bridges change model
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Transitioning to concept-based teaching: A discussion of strategies and the use of Bridges change model

机译：过渡到基于概念的教学：策略探讨和Bridges变更模型的使用

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Nursing education literature is replete with anecdotal accounts of continual struggle with curriculum content saturation. ?Recent calls, however, for transformation of nursing education have challenged nurse educators to explore innovative pedagogies and consider sweeping changes in the way future nurses are educated. ?In order to meet the needs of todays health care consumer, nursing education must move away from teacher-centered learning environments to one where students have the primary responsibility and play an active role in their learning. Concept-based teaching (CBT) pedagogies are a novel approach to educating students. ?Grounded in a constructivist learning theory, CBT allows faculty to build upon students’ prior experiences and acquired knowledge from previous educational endeavors. ?Concepts that are applicable to multiple care settings are introduced by faculty early in the nursing program and are reinforced with exemplars. ?The change to CBT is a change in the pedagogical approaches with which faculty are unfamiliar. ?With student centered learning environments, minimal lecturing, and the increase use of collaborate teamwork, faculty must begin the transition to CBT. ?The Bridges change model includes three phases that can be used as a framework for identifying strategies to successfully transition to CBT. ?The use of reflective teaching practice strategies may also enhance the transition to CBT.
机译：护理教育文献充斥着与课程内容饱和有关的持续斗争的传闻。然而，最近有关护理教育转型的呼吁却挑战了护士教育者探索创新的教学方法，并考虑对未来护士的教育方式进行全面变革。为了满足当今医疗保健消费者的需求，护理教育必须从以教师为中心的学习环境转变为以学生为主要责任并在学习中发挥积极作用的环境。基于概念的教学（CBT）教学法是一种教育学生的新颖方法。以建构主义学习理论为基础，CBT使教师可以在学生以前的经验和从以前的教育努力中学到的知识的基础上继续发展。 ？适用于多种护理环境的概念是由护士在护理计划的早期引入的，并通过示例加以强化。 ？向CBT的转变是教师不熟悉的教学方法的转变。 ？以学生为中心的学习环境，最少的讲课以及对协作团队合作的更多使用，教师必须开始向CBT过渡。桥梁变更模型包括三个阶段，可以用作确定成功过渡到CBT的策略的框架。使用反思性的教学实践策略也可以促进向CBT的过渡。

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