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The role of nurse educators' self-perception and beliefs in the use of learner-centered teaching in the classroom

机译:护士教育者的自我认知和信念在课堂上以学习者为中心的教学中的作用

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This study was designed to investigate the role of nurse educators' beliefs and self-perception in their use of Learner-Centered Teaching in the nursing education classroom. A sample of 122 nurse educators completed an online questionnaire that explored self-perception, beliefs and the correlation with their use of behaviors indicative of Learner-Centered Teaching. Findings demonstrated that nurse educators who identify themselves as learner-centered are more likely to use Learner-Centered Teaching in their classrooms, and nurse educators who strongly believe learner-centered teaching is beneficial in understanding and applying nursing concepts are also somewhat more likely to use Learner-Centered Teaching in the classroom. The results of this study produced a picture of the role of self-perception and beliefs about Learner-Centered Teaching, and the influence this may have on actual utilization of Learner Centered Teaching. It is clear that valuing Learner-Centered Teaching and believing in its efficacy are only part of the answer to convincing nurse educators to widely adopt this teaching framework. (C) 2015 Elsevier Ltd. All rights reserved.
机译:本研究旨在调查护士教育者的信念和自我认知在他们在护理教育教室中使用以学习者为中心的教学中的作用。 122名护士教育者的样本完成了一个在线调查表,该调查表探讨了自我知觉,信念及其与以学习者为中心的教学方式的使用的相关性。研究结果表明,以自我学习者为中心的护士教育者更有可能在课堂上使用以学习者为中心的教学,坚信以学习者为中心的教学对理解和应用护理概念有益的护士教育者也更有可能使用课堂中以学习者为中心的教学。这项研究的结果描绘了自我认知的作用和对以学习者为中心的教学的信念,以及这可能对以学习者为中心的教学的实际利用产生影响。显然,重视以学习者为中心的教学并相信其有效性只是说服护士教育者广泛采用该教学框架的部分答案。 (C)2015 Elsevier Ltd.保留所有权利。

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