Group cooperative learning action research in the course of hospice care
10.3760/cma.j.issn.2095-1485.2016.07.013
- VernacularTitle:《临终关怀》课程中的小组合作学习行动研究
- Author:
Beilei LIN
;
Yan SHI
;
Yan SHAN
;
Jingna YI
;
Lina LU
- Publication Type:Journal Article
- Keywords:
Nursing students;
Hospice care;
Group cooperative learning;
Action research;
Questionnaire survey
- From:
Chinese Journal of Medical Education Research
2016;15(7):703-708
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the effect of action research based on group learning in hospice care module for nursing students. Methods 82 students were divided into cooperative learning group (40) and conventional teaching group (42). The cognition and attitude of good death questionnaire was used to evaluate teaching effect before and after teaching of hospice care. After teaching, self-feedback and self-feedback questionnaire were made to evaluate the effect of cooperative learning group. SPSS 17 was used to make comparison of data between groups and within groups, and t test, chi square test or Fisher exact probability 2 were also used . Results There were no difference between two groups of nurses before teaching. The students' cognitive level and attitude in cooperative learning group increased significantly, especially their cognitive level of physiological needs (t=5.398, P=0.001), cognition and attitude of death education in intervention group was higher than control group (t=2.992, P=0.004; t=3.661, P=0.001). Although 95% of the nursing students of the cooperative learning group thought group cooperative studying could improve their interests and cultivated their comprehensive abilities, only 50% could accept this kind of studying methods . Conclusions Action research based on group cooperative studying can improve students' cognitive level and attitude of good death, and it is also good for cultivating their ability of au-tonomous learning, innovation, cooperation, and meanwhile, educational action research is a good way to improve both teaching effect and research ability of teacher staffs, but in practice, students' acceptance of group learning needs to be improved.
