自我调节学习在本科生护理与法课程设计与教学实践中的应用研究

doi:10.3761/j.issn.1672-9234.2025.08.009

摘要/Abstract

摘要： 目的探讨自我调节学习在护理与法课程教学中的应用效果。方法基于自我调节三阶段模型，对护理与法课程中护士执业法律制度、医疗纠纷与医疗损害法律制度两章的教学实施进行设计，并建设相应教学资源。以2020级26名护理专业本科生为对照组，2021级、2022级56名护理专业本科生为试验组，对照组在两章中接受传统教学，试验组在两章中接受基于自我调节学习的教学。比较两组元认知调节、自我效能感得分、课程成绩，通过半结构化访谈了解学生对自我调节学习的反馈。结果课程后，试验组自我调节学习与自我效能感得分均高于对照组（P<0.001）；两组课程成绩比较，差异无统计学意义（W=717.000，P=0.912）。分析对16名学生的访谈资料发现，学生对自我调节学习形成了较为客观的认识，同时自我调节学习给其带来了良好的学习体验，但其在完成自我调节学习的过程中仍面临一定困难。结论基于自我调节学习的教学有助于提升护理本科生的元认知调节和自我效能感水平，并深化其对自我调节学习的认知，但未来仍需结合学生的建议对教学进行优化。

关键词: 自我调节学习, 教育，护理, 护理与法, 本科

Abstract:

Objective To explore the application effects of self-regulated learning（SRL） in the teaching of the Nursing and Law course. Methods Based on SRL principles，we redesigned the instructional implementation for the chapters on “Legal Systems for Nursing Practice” and “Legal Systems for Medical Disputes and Damages” in the Nursing and Law course，and developed corresponding teaching resources. The control group included 26 nursing undergraduates from the 2020 cohort，while the experimental group comprised 56 nursing undergraduates from the 2021 and 2022 cohorts. The control group received traditional teaching for the two chapters，whereas the experimental group underwent SRL-based instruction. Comparisons were made between the two groups regarding SRL competence，self-efficacy scores，and course performance. Semi-structured interviews were conducted to gather students’ subjective feedback on SRL. Results The experimental group scored significantly higher than the control group in SRL competence and self-efficacy（both P<0.001）. No statistically significant difference was observed in course performance between the groups（W=717.000，P=0.912）. Analysis of interviews with 16 students revealed that participants developed a relatively objective understanding of SRL and reported positive learning experiences. However，they also encountered certain challenges during the SRL process. Conclusion SRL-based instruction enhances nursing undergraduates’ SRL competence and self-efficacy while deepening their understanding of SRL. However，future optimizations should incorporate students’ suggestions to refine the pedagogical approach.

Key words: Self-regulated learning, Education，Nursing, Nursing and law, Undergraduate

柳琴, 张银玲, 张立华, 刘娜. 自我调节学习在本科生护理与法课程设计与教学实践中的应用研究[J]. 中华护理教育, 2025, 22(8): 949-954.

LIU Qin, ZHANG Yinling, ZHANG Lihua, LIU Na. Application of self-regulated learning in the curriculum design and teaching practice of Nursing and Law courses for undergraduate nursing students[J]. Chinese Journal of Nursing Education, 2025, 22(8): 949-954.

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