Analysis of Nursing College students’ perception of facilitation teaching and learning method: Q methodological approach

Dain Lee
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Abstract

Objectives The purpose of this study was to understand the characteristics of each type of nursing students by examining and categorizing the perception structure of nursing students through Q methodology and to present strategies for developing nursing education programs to apply and improve teaching and learning methods. Methods In order to organize the method Q population, a written interview on the facilitation teaching and learning method experienced by nursing students and a literature review related to the facilitation teaching and learning method were conducted. Based on the results derived through this, a total of 34 Q statements were extracted through the process of selecting duplicate or ambiguous sentences. Q Sample statements were classified into a normal distribution table on a 9-point scale by 40 nursing college students, and the data collected through this were analyzed using the pc-QUANAL program. Results As a result of the analysis of the results, five types of perception of facilitation teaching and learning meth-ods experienced by liver nursing college students were identified. The first type was an autonomous and demo-cratic class atmosphere pursuit type, the second type was a clear lecture content delivery wish type, the third type was an efficient teaching and learning method pursuit type, and the fourth type was a learner-customized teach-ing and learning method pursuit type. Conclusions Through this study, it is expected that nursing universities will be an opportunity to apply educational media and educational tools of nursing education to develop nursing education programs that effectively apply the Facilitation Teaching and Learning Method. In addition, it can be used as basic data for the development of educa-tional media that helps to conduct high-quality nursing education.
护理学院学生对促进式教学法的认知分析:Q方法论
目的 本研究旨在通过Q方法对护生的认知结构进行考察和分类,了解各类护生的特点,并提出应用和改进教学方法的护理教育课程发展策略。方法 为了对Q方法人群进行整理,对护生体验过的促进式教与学方法进行了书面访谈,并对促进式教与学方法的相关文献进行了查阅。在此基础上,通过筛选重复或模糊的句子,共提取出 34 条 Q 语句。40 名护理专业大学生按 9 分制将 Q 样本语句归类到正态分布表中,并使用 pc-QUANAL 程序对收集到的数据进行分析。结果 通过对结果的分析,确定了肝病护理专业大学生对促进式教学方法的五种认知类型。第一种类型是追求自主和示范性的课堂氛围,第二种类型是希望授课内容清晰,第三种类型是追求高效的教与学方法,第四种类型是追求学习者定制的教与学方法。结论 通过本研究,希望护理院校以应用护理教育媒体和教育工具为契机,开发有效应用引导式教与学法的护理教育课程。此外,它还可作为开发教育媒体的基础数据,有助于开展高质量的护理教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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