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首页> 外文期刊>Nurse education in practice >When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing
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When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing

机译：当实践先于理论时-护理学本科课程中学生学习经历的混合方法评估

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A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. (C) 2015 Elsevier Ltd. All rights reserved.
机译：需要考虑的关键领域是确定如何创建最佳学习条件。护理学高等教育旨在培养学生发展成为独立专业人士的能力。这项研究的目的是评估在进行为期三年的护理学本科课程的第二年，在进行理论研究之前进行顺序临床实践对学生的自主学习准备经验和学生的学习方式的影响。 123名护理学生被纳入研究，分为两组。在A组（n = 60）中，临床实践先于理论研究。在组（n = 63）中，理论研究先于临床实践。使用“护理教育定向学习准备量表”（SDLRSNE）来衡量学习准备程度，并使用“学习过程问卷”（R-SPQ-2F）的修订的两要素版本来衡量学习过程。还要求学生在整个课程中写下他们的个人感想。通过使用混合方法设计，定性部分集中于学生在理论研究和临床实践排序方面的个人经历。定量部分提供了有关干预前后学习准备程度的信息。我们的研究结果证实，学生对自己的学习情境敏感且适应性强，课程的顺序服从于增强学生深度学习方法的教学风格，需要将其纳入本科护理课程的开发中。 （C）2015 Elsevier Ltd.保留所有权利。

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