{"title":"护理教育中的有意识学习：它能促进基于能力的教育取得成功吗？","authors":"Sarah Mollman","doi":"10.3928/01484834-20240426-02","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.</p><p><strong>Method: </strong>A longitudinal study was performed with nursing students (<i>N</i> = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.</p><p><strong>Results: </strong>These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (<i>p</i> < .001). Intentional learning scores were not associated with student performance at the end of the program (<i>p</i> = .473).</p><p><strong>Conclusion: </strong>As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. <b>[<i>J Nurs Educ</i>. 2024;63(8):552-555.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Intentional Learning in Nursing Education: Can It Foster Success in Competency-Based Education?\",\"authors\":\"Sarah Mollman\",\"doi\":\"10.3928/01484834-20240426-02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.</p><p><strong>Method: </strong>A longitudinal study was performed with nursing students (<i>N</i> = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.</p><p><strong>Results: </strong>These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (<i>p</i> < .001). Intentional learning scores were not associated with student performance at the end of the program (<i>p</i> = .473).</p><p><strong>Conclusion: </strong>As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. <b>[<i>J Nurs Educ</i>. 2024;63(8):552-555.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of nursing education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20240426-02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240426-02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Intentional Learning in Nursing Education: Can It Foster Success in Competency-Based Education?
Background: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.
Method: A longitudinal study was performed with nursing students (N = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.
Results: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (p < .001). Intentional learning scores were not associated with student performance at the end of the program (p = .473).
Conclusion: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. [J Nurs Educ. 2024;63(8):552-555.].
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