收稿日期: 2021-02-02
网络出版日期: 2021-10-26
基金资助
山东大学齐鲁医学院本科教学改革与研究立项项目(qlyxjy-201940)
Comparison of the clinical evaluation results of undergraduate nursing interns with different learning styles
目的 了解本科护理实习生学习风格类型,并比较不同学习风格的学生实习考核成绩的差异,为教学医院制订临床实践教学策略提供参考。方法 采用一般资料调查表、Kolb学习风格量表3.1版对某院293名本科护理实习生进行问卷调查,通过临床理论及操作考核对实习生进行综合考核评价,探究不同学习风格学生的实习考核成绩差异性。结果 本科护理实习生的学习风格类型分布依次为聚合型（46.1%）、同化型（23.2%）、发散型（17.1%）和顺应型（13.7%）。不同学习风格的实习生的考核成绩差异有统计学意义（F=43.21,P<0.001）,其中发散型学习风格的实习生考核成绩最低,为（87.94±3.76）分。结论 本科护理实习生的学习风格以聚合型和同化型为主,而发散型和顺应型较少,顺应型及聚合型学习风格的学生实习考核成绩较高。临床教师可根据学生的学习风格类型,采用与之相匹配的个性化教学策略,进一步提升临床教学效果。
吕芳芳 , 郑静 , 杨红梅 , 孔冬 . 不同学习风格的护理本科生实习考核成绩比较研究[J]. 中华护理教育, 2021 , 18(10) : 900 -903 . DOI: 10.3761/j.issn.1672-9234.2021.10.008
Objective To understand the types of learning styles of undergraduate nursing interns,and compare the differences in the clinical evaluation results of students with different learning styles,so as to provide references for teaching hospitals to formulate clinical practice teaching strategies. Methods A total of 293 undergraduate nursing students were investigated with general information questionnaire and Kolb’s Learning Styles Inventory,and the theoretical and skill examination were used to evaluate the clinical performance of nursing students. Results The distribution of the learning styles of undergraduate nursing interns were converging（46.1%）,assimilating（23.2%）,diverging（17.1%） and accommodating（13.7%）. There was a significant difference in the average score of clinical evaluation with different learning styles（F=43.21,P<0.001）. Students with diverging learning style had the lowest clinical evaluation score（87.94±3.76）. Conclusion The converging and assimilating style is the dominant style among nursing undergraduates. Nursing students have different types of learning style. The clinical performance of students with converging and accommodating is better than students with diverging and accommodating. Therefore various teaching methods should be incorporated to enhance learning outcomes,and then we may improve the clinical teaching effects of nursing students.
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