认知灵活性理论在基础护理学课程实验教学中的应用
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摘要
目的:探讨认知灵活性理论在基础护理学实验教学中的应用方法及效果。方法:选取某高校护理本科生根据班级分为实验组和对照组。对照组采用传统教学方法,实验组采用认知灵活性理论指导分为初级学习阶段和高级学习阶段,高级学习阶段采用随机进入教学,创设不同侧面、不同角度的情境,供学生自主探索。比较两组理论和操作成绩及自主学习能力。结果:对照组的理论成绩、操作成绩、自主学习能力总分及学习动机、学习合作能力、信息素质三个维度显著高于对照组(P<0.05)。结论:基础护理学实验教学采用认知灵活性理论能有效提高护生学习动机和自主学习能力,同时有利于培养学生综合素质。
Objective To explore the application and effect of cognitive flexibility theory in practice teaching of fundamentals of nursing. Methods The control group used conventional methods in the lab sessions. The experimental group was guided by the theory of cognitive flexibility, which was divided into the primary learning stage and the advanced learning stage. The advanced learning stage adopted random access to teaching, creating situations from different sides and angles for students to explore independently. The theoretical and operational achievements and autonomous learning ability of the two groups were compared. Results The theoretical score, operational score, total score of autonomous learning ability, learning motivation, learning cooperation ability and information literacy of the control group were significantly higher than those of the control group(P< 0.05). Conclusion Cognitive flexibility theory can effectively improve the learning motivation and autonomous learning ability of nursing students in basic nursing experiment teaching, and it is also conducive to the cultivation of students' comprehensive quality.
Objective To explore the application and effect of cognitive flexibility theory in practice teaching of fundamentals of nursing. Methods The control group used conventional methods in the lab sessions. The experimental group was guided by the theory of cognitive flexibility, which was divided into the primary learning stage and the advanced learning stage. The advanced learning stage adopted random access to teaching, creating situations from different sides and angles for students to explore independently. The theoretical and operational achievements and autonomous learning ability of the two groups were compared. Results The theoretical score, operational score, total score of autonomous learning ability, learning motivation, learning cooperation ability and information literacy of the control group were significantly higher than those of the control group(P< 0.05). Conclusion Cognitive flexibility theory can effectively improve the learning motivation and autonomous learning ability of nursing students in basic nursing experiment teaching, and it is also conducive to the cultivation of students' comprehensive quality.
引文
[1] 乔昌秀,吴伟.基础护理学综合实践教学与护生通用能力的培养[J].中国高等医学教育,2016(5):41-42.
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[6] Nielsen AE,Noone J,Voss H,Mathews LR.Preparing nursing students for the future:an innovative approach to clinical education[J].Nurse Educ Pract,2013,13(4):301-309.
[7] 杨贵芳,李领.护理本科生自主学习能力现状及影响因素研究[J].中国高等医学教育,2017(11):66-68.
[2] 范爱兰,罗礼进.从认知灵活性理论的角度探讨高等教育三层次教学模式[J].长春师范学院学报(人文社会科学版),2010,29(9):139-142.
[3] 程天宇.随机进入教学研究述评:回顾与前瞻[J].教育科学论坛,2016(9):78-80.
[4] 张喜琰.护理专业学生自主学习能力测评工具的研制及现状调查[D].沈阳:中国医科大学,2007.
[5] 程素萍,王婷婷.认知灵活性理论及其对教学实践的启示[J].天津师范大学学报(基础教育版),2011,12(1):14-18.
[6] Nielsen AE,Noone J,Voss H,Mathews LR.Preparing nursing students for the future:an innovative approach to clinical education[J].Nurse Educ Pract,2013,13(4):301-309.
[7] 杨贵芳,李领.护理本科生自主学习能力现状及影响因素研究[J].中国高等医学教育,2017(11):66-68.