{"title":"使用 Felder-Silverman 学习风格模型的分组干预对护理专业学生基于问题的学习的影响：随机对照试验。","authors":"Yifan Wu, Dongpo Song, Yueyang Dong, Qiqing Zhong, Shizheng Gao, Juanjuan Sun, Shuyan Fang, Shengze Zhi, Rui Wang, Jiao Sun","doi":"10.1016/j.nedt.2024.106489","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes.</p><p><strong>Objectives: </strong>To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance.</p><p><strong>Design: </strong>A single-center, single-blind, double-arm, parallel randomized controlled trial.</p><p><strong>Settings: </strong>One university school of nursing.</p><p><strong>Participants: </strong>The sample consisted of 56 fourth-year undergraduate nursing students.</p><p><strong>Methods: </strong>Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test.</p><p><strong>Results: </strong>The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups.</p><p><strong>Conclusions: </strong>Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments.</p><p><strong>Registration: </strong>The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565).</p>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"145 ","pages":"106489"},"PeriodicalIF":3.6000,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial.\",\"authors\":\"Yifan Wu, Dongpo Song, Yueyang Dong, Qiqing Zhong, Shizheng Gao, Juanjuan Sun, Shuyan Fang, Shengze Zhi, Rui Wang, Jiao Sun\",\"doi\":\"10.1016/j.nedt.2024.106489\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes.</p><p><strong>Objectives: </strong>To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance.</p><p><strong>Design: </strong>A single-center, single-blind, double-arm, parallel randomized controlled trial.</p><p><strong>Settings: </strong>One university school of nursing.</p><p><strong>Participants: </strong>The sample consisted of 56 fourth-year undergraduate nursing students.</p><p><strong>Methods: </strong>Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test.</p><p><strong>Results: </strong>The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups.</p><p><strong>Conclusions: </strong>Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments.</p><p><strong>Registration: </strong>The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565).</p>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"145 \",\"pages\":\"106489\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-11-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1016/j.nedt.2024.106489\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1016/j.nedt.2024.106489","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial.
Background: Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes.
Objectives: To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance.
Design: A single-center, single-blind, double-arm, parallel randomized controlled trial.
Settings: One university school of nursing.
Participants: The sample consisted of 56 fourth-year undergraduate nursing students.
Methods: Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test.
Results: The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups.
Conclusions: Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments.
Registration: The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565).
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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