学生的先前知识:护理专家教授识别、解释和组织以促进学习的重要方面。

Marcela Carrillo Pineda, Alexandra María Bolívar Zapata, José Luis Medina Moya, Margarita María Gómez Gómez, Águeda Lucía Valencia Deossa, Teresita Alzate-Yepes
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引用次数: 0

摘要

目的分析护理专家教授在课堂上与学生对话过程中识别、解释和组织的重要方面,以促进学生的学习:定性研究,是一项多中心研究的一部分,特别采用了微观人种学的交流人种学方法。研究选取了哥伦比亚麦德林一所公立大学护理学院的一名专家教授。实地调查分三个阶段进行:1:从两个不同的视角(一个视角关注教授,另一个视角关注学生),对两堂亲自参加的 "形态生理学 "课程进行非参与式观察录像;2:对教授和五名学生(三名来自第一节课,两名来自第二节课)进行思考-朗读访谈,这些学生在课堂上自发地与教授进行了两次以上的交流互动;3:按教学顺序(录像)进行平行转录。分析以学生-教授(识别-评价-回答)学生[S-P(i-e-a)S']为单位,并对数据进行连续比较:结果:确定了四个类别:1: 确定基本方面:先前知识的重要性;2: 解释:基本方面与学生心理过程之间的联系;3: 组织答案:先前知识与新知识之间的联系;4: 与学习同步:4:与学生的学习需求同步,这被归为一个元类别:结论:结论:学生的已有经验知识是专家教授识别、解释和组织的重要方面,以实现显著的学习效果。
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Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning.

Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning.

Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data.

Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.

Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

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来源期刊
Investigacion y Educacion en Enfermeria
Investigacion y Educacion en Enfermeria Nursing-Maternity and Midwifery
CiteScore
2.60
自引率
5.00%
发文量
34
审稿时长
14 weeks
期刊介绍: The mission of the journal of Nursing and Education is to present scientific and technical information about health, illnesses and related topics. The journal serves as the conduit [medium] through which the experiences of our own nursing and social science departments can be shared within Columbia and internationally. It is written primarily for nurses, general health practitioners and other related disciplines but can also be used by students and researchers.
期刊最新文献
10.17533/udea.iee.v42n2e16. Advancement in knowledge and skills of nursing students in operation theatre procedures with mobile based learning. Analysis of the Formation of Scientific Communities in the Journal Research and Education in Nursing (2010 - 2020) and its Disciplinary Influence: an Approach from Bibliometric Analysis, Network Analysis, and Natural Language Processing. Development and Evaluation of a Software Designed by a Nursing and Technology Team to Assess the Health Status of Adults over 65 Years of Age. Development and Validation of a questionnaire on human dignity in nursing cares: an exploratory sequential mixed study.
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