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目的了解护理大专生学习投入的变化趋势及原因。方法采用学习投入量表对270名护理大专生每年进行1次问卷调查,共进行3次,并对其中14名学生进行访谈。结果护理大专生在第一、第三学年的学习投入总分及各维度得分均高于第二学年(P<0.05)。学习投入变化原因可归纳为主题:第一学年对新知识的好奇;第二学年学习内容难度增加,学习兴趣不高;第三学年临床实习激发了学习需要和学习兴趣。结论大专护理院校教师应重点关注护理大专生在第二学年时的学习投入,增加临床见习,灵活采用多种教学方法,激发其学习兴趣和学习需要,从而提高其学习投入。
Objective To understand the changing trends and causes of nursing students’ learning input. Methods A total of 270 college nursing students were surveyed once a year by using the learning input scale. A total of three questionnaires were conducted and 14 students were interviewed. Results Nursing college students in the first and third year of learning input score and all dimensions were higher than the second year (P <0.05). The reasons for the changes in the learning input can be summarized as follows: the curiosity of new knowledge in the first academic year; the difficulty of learning content in the second academic year and the lack of interest in learning; and the third academic year stimulates learning needs and interest in learning. Conclusions Teachers of college nursing schools should pay more attention to the study investment of nursing college students in the second year, increase clinical probation, adopt more flexible teaching methods, and stimulate their interest in learning and learning to improve their learning investment.