形成性评价对护理本科生自主学习能力的影响研究

The effectiveness of formative evaluation on self-directed learning ability among undergraduate nursing students

目的评价形成性评价对护理本科生自主学习能力的影响。方法选取2011级205名护理专业本科生为研究对象,其中1班102名学生设为试验组,2班103名学生设为对照组。试验组采用形成性评价方法,对照组采用终结性评价方法。课程结束后,采用问卷调查学生的自主学习能力及其对课程的满意度。结果试验组护理本科生自主学习能力总分(218.56±33.96)高于对照组(196.05±33.31),(t=4.651,P<0.001),且在自我效能感、内在目标、外在目标、学习计划、学习总结和学习评价这6个维度上的得分高于对照组(P<0.001)。两组学生对课程的满意度差异无统计学意义(P>0.05)。结论形成性评价有利于提高护理本科生的自主学习能力,能激发学生的学习兴趣及动力,有利于护理本科生的终身学习及毕业后的发展。

Objective To evaluate the effectiveness of formative evaluation on self-directed learning ability among undergraduate nursing students. Methods Totally 205 undergraduate nursing students in Grade 2011 were recruited and divided into two groups according to the number of class. Formative evaluation and summative evaluation was implemented in the experimental group（n=102） and the control group（n=103）,respectively. The outcomes were evaluated using questionnaires about students＇ self-directed learning ability and satisfaction with the course. Results The total score of self-directed learning ability in the experimental group（218.56±33.96） was significantly higher than that of the control group（196.05±33.31,t=4.651,P〈0.001）; the dimension scores of self-efficacy,internal goal,external goal,learning plan,learning summary and learning evaluation in the experimental group were significantly higher than those of the control group（P〈0.001）. No significant difference was found in the students＇ satisfaction between the two groups（P〉0.05）. Conclusion Formative evaluation can improve undergraduate nursing students＇ self-directed learning ability,stimulate students＇ learning interest and motivation,and contribute to life-long learning and career development after graduation.