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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Evaluating the impact of problem-based learning on learning styles of master's students in nursing administration.
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Evaluating the impact of problem-based learning on learning styles of master's students in nursing administration.

机译：评估基于问题的学习对护理管理硕士生学习风格的影响。

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摘要

Problem-based learning (PBL) was adopted in 1999 as the major teaching strategy in the four core courses of the master of science in nursing (MSN) program in Nursing Administration. Three standardized tests were used to assess the impact of PBL on student learning and performance. This article reports a study designed to assess the impact of a PBL curriculum on master's students' Learning Style Inventory (LSI-IIa). Experiential learning theory is used in this descriptive comparative design to compare LSI scores of 29 MSN students before and after two consecutive semesters of using PBL in Nursing Administration core courses. The post-PBL findings suggest that, in the learning cycle, students' preference increased for the conceptualizing-experiencing pole. Prior to PBL, 38% of the students selected the accommodator learning style and 34% selected the converger learning style. In post-PBL, 11 students changed their learning style, fewer students were in the accommodator group, and the converger group was unchanged. Differences in LSI scores are compared with those of post-RN students and medical students experiencing PBL curriculum changes. Assessing student outcomes in Nursing Administration MSN curriculum is possible with standardized tests designed by management and psychology educators. Experiential learning theory is a useful perspective from which to study PBL.
机译：基于问题的学习（PBL）是1999年在护理管理专业的护理学硕士（MSN）计划的四个核心课程中采用的主要教学策略。使用三个标准化测试来评估PBL对学生学习和表现的影响。本文报告了一项旨在评估PBL课程对硕士生学习风格清单（LSI-IIa）的影响的研究。在此描述性比较设计中，使用了经验学习理论来比较29个MSN学生在护理管理核心课程中连续两个学期使用PBL之前和之后的LSI得分。 PBL后的发现表明，在学习周期中，学生对概念化体验极的偏好增加了。在PBL之前，有38％的学生选择了适应者的学习方式，有34％的学生选择了会聚的学习方式。在PBL后，有11名学生改变了他们的学习方式，住宿组的学生减少了，会聚组没有变化。将LSI分数的差异与RN后的学生和经历PBL课程变化的医学生的得分进行比较。通过管理和心理学教育者设计的标准化测试，可以在护理管理MSN课程中评估学生的成绩。体验式学习理论是研究PBL的有用视角。

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