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首页> 外文OA文献 >An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.
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An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

机译：探索性试验，探讨如何使用多元智能教学法（MITA）向本科一年级护理学生教授临床技能。

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The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies used to teach clinical skills in the undergraduate nursing programme. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA), which is underpinned by Gardner’s theory (1983) of multiple intelligences.This study employed a randomised controlled trial with first year nursing students (n=90) in one third-level institute in Ireland. Participants were randomly allocated to a control group (conventional teaching) (n=44) and an experimental group (MITA intervention) (n=46) to learn clinical skills. From a suite of twelve clinical skills taught, three clinical skills were assessed and included hand washing, sub cutaneous injection and nebuliser therapy. The outcome was skill performance measured by the results in an objective structured clinical examination (OSCE).Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants’ multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS), which included intellectual styles. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire.Results showed that participants in the experimental group had higher scores in all three OSCEs examined (p0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. The strongest preference on ILS for both groups was the sensing style. The highest MI on the MIDAS questionnaire for both groups was interpersonal intelligence. The assessment preferences questionnaire results showed that the majority of students favoured practical examinations, followed by multiple choice questions and short answer questions, as methods of assessment. The participants in the experimental group were positive about the MITA intervention.The findings of this study support the use of MITA for clinical skills teaching and advance the understanding of how MI approaches to teaching may be used in nursing education. This study builds upon the limited body of knowledge regarding the use of MI teaching strategies in a third level setting for clinical skills teaching. The findings may assist nurse educators in their choice of teaching strategies for clinical skills teaching that meets learner needs and promotes effective learning. Future research is needed to test the effectiveness of using the MITA intervention in practice placement settings to augment clinical skills laboratory teaching.
机译：预先注册护理学生的临床能力提出了关于本科护理课程中用于教授临床技能的教学策略水平的疑问。这项研究旨在通过多元智能教学法（MITA）来测试临床技能教学的有效性，该方法以加德纳多元智能理论（1983）为基础。该研究采用了一项随机对照试验，其中第一年护理学生（n = 90） ）在爱尔兰的一家三级学院中。参与者被随机分配到一个对照组（常规教学）（n = 44）和一个实验组（MITA干预）（n = 46）以学习临床技能。从教授的十二项临床技能中，评估了三种临床技能，包括洗手，皮下注射和雾化器治疗。结果是通过客观结构化临床考试（OSCE）中的结果衡量的技能绩效。学习风格指数（ILS）衡量了参与者的学习偏好。参与者的多元智能（MI）偏好是通过多元智能发展评估量表（MIDAS）进行衡量的，其中包括智力风格。 MI评估偏好通过多元智能评估偏好问卷进行测量。使用问卷对MITA干预进行评估。结果显示，实验组的参与者在时间1的所有三个OSCE中得分均较高（p <0.05），表明MITA对临床技能获得具有积极作用。两组对ILS的最强烈偏好是感应风格。两组MIDAS问卷中最高的MI是人际交往能力。评估偏好问卷调查结果显示，大多数学生都喜欢实践考试，其次是多项选择题和简短回答题，作为评估方法。实验组的参与者对MITA干预持积极态度。本研究的结果支持将MITA用于临床技能教学，并加深了对如何将MI教学法用于护理教育的理解。本研究建立在关于在临床技能教学的第三级设置中使用MI教学策略的知识有限的基础上。这些发现可以帮助护士教育者选择满足学习者需求并促进有效学习的临床技能教学的教学策略。需要进行进一步的研究，以测试在实习位置设置中使用MITA干预以增强临床技能实验室教学的有效性。

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    Sheahan Linda;

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  • 年度 2013
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