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首页> 外文期刊>The Journal of nursing education >Student perceptions of team learning in nursing education.
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Student perceptions of team learning in nursing education.

机译：学生对护理教育中团队学习的看法。

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摘要

Nurse educators are challenged to find instructional methods that actively engage learners and help students understand concepts for application in practice situations. During the 2003-2004 academic year, faculty implemented team learning in a first-semester clinical nursing course in a baccalaureate nursing program at a Research I state university in the southwestern United States. Team learning engages small groups in learning tasks that require problem solving and decision making. Student perceptions about team learning were evaluated using classroom observations and interviews. The results verified that team learning predominantly promotes learner-to-learner engagement and indicated that students struggled with application problems that had several plausible answers yet recognized the relevance to clinical practice. Students appreciated the need for increased individual accountability for learning and identified value in learning through discussion, both characteristics inherent to team learning. Students were concerned about their team learning grade and its dependence on group performance.
机译：护士教育者面临的挑战是寻找能够积极吸引学习者并帮助学生理解在实际情况中应用的概念的教学方法。在2003-2004学年期间，教师在美国西南部州立研究I州立大学的学士学位护理课程的第一学期临床护理课程中实施了团队学习。团队学习使小组成员参与需要解决问题和决策的学习任务。通过课堂观察和访谈评估学生对团队学习的看法。结果证实了团队学习主要促进了学习者与学习者之间的互动，并表明学生们在应用程序问题上苦苦挣扎，这些问题有几个合理的答案，但也认识到了与临床实践的相关性。学生认识到需要增加个人学习责任感，并通过讨论确定学习中的价值，这是团队学习的固有特征。学生担心他们的团队学习成绩及其对团队绩效的依赖。

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