1950-2010年間護理教學策略之沿革

Change of nursing teaching strategies, 1950-2010

湯麗君(Lee Chun Tang)

《澳門護理雜誌》 17卷1期 (2018/08) Pp. 17-20+16

https://doi.org/10.6729/MJN.201806_17(1).004

摘要

由於社會及健康議題的變化，教室環境及學習者特質的不同，理論及研究不斷發展，引導著教育及教學策略的改變。本文回顧1950至2010年間護理教學策略的方向及相關因素，發現約每十年就有較大的改變，由當初的專注護理操作技術的培養，發展到護理思考、以服務對象為中心、經驗學習、到整合學習。護理教育者應不斷檢討自己的教育策略，關注護理內外的環境及時勢的變化，更新協助學習者知識成長的策略。

關鍵字

護理 ； 教育 ； 教學策略

並列摘要

New nursing teaching strategies are adopted according to changes in social and health issues, classroom technologies, and students' characteristics. Based on the literature from 1950 to 2010, nursing teaching strategies had major changes around a decade, each had different direction, from focusing on nursing skill, to nursing critical thinking, to client centre, to experiential learning, to integrative learning. The literature review sheds lights on the history and factors of the changes. Nursing educators should keep examining own teaching to be up to date with the changes within and outside of nursing in order to meet the more and more diverse needs of students.

並列關鍵字

nursing ； education ； teaching and learning strategies

參考文獻

陳玉枝、湯麗君、周幸生 (2013) 。如何在醫院中推行實證護理實務護理雜誌，60(5)， 25-30 。DOI：10.6224/JN.60.5.25

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Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating Nurses: A Call for Radical Transformation. San Francisco, CA: Jossey-Bass.

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