Résumé
College students' self cognition of the learning effectiveness influences their learning behavior greatly. Focusing on college students' self cognition of their learning effectiveness, and then standardizing their learning behavior is one of the important work of educators in colleges. Therefore this paper has designed the questionnaire of the influencing factors of learning effectiveness self cog-nition, used SIMPP analysis method to analyze it, and set up the relation model. The analysis shows that college students' self cognition of learning effectiveness is influenced not only by students' dili-gence level and the recognition degree of specialized subject, but also by the factors such as the attitude when you get the bad results. The result provides data basis and scientific basis for future practice and relevant research for educators in colleges.
Résumé
Objective To analyze the factors that influence the learning effectiveness of students in higher vocational medical school and to explore the ways to improve the teaching effect of higher medical vocational education.Methods Self-designed questionnaire survey was conducted to investigate the basic condition,study status,teaching satisfaction degree and socre influencing factors of 639 students before internships.Teaching efficacy was assessed by scores (taking full score 100 as the standard,≥ 85 are the first class,≤70 are the second class and the rest are the third class).SPSS 14.0 was employed to do statically analysis and an orderly regression analysis was made by taking the factors affecting student learning outcomes as independent variable and the level of learning outcomes as dependent variable.Results There were statically differences in learning efficacy between nurse group and medical student group (Z=-4.817,P=0.000).Students' interests in discipline,family rearing patterns,secondary education means,whether doing preview and study style satisfaction were factors that influence the learning effectiveness.Conclusions Strengthening ideological education and learning atmosphere improvement as well as encouraging students to adopt appropriate learning methods can help students improve their learn-ing effectiveness.
Résumé
Although the number of reports related to computer–education materials for nursing and learning effectiveness increases each year, there has been a conspicuous lack of reports on the influence of the effectiveness and individual characteristics of computer–education materials for nursing on the evaluation of these educational materials. This effect should be clarified to resolve future issues related to learning to use computers.<br>1）User IDs and passwords were randomly assigned to 57 nursing students who were asked to complete the Locus of Control （LOC） scale and Computer Anxiety Scale （CAS） before the start of e–learning and a material evaluation survey after the completion of the study.<br>2）Comparison of study scores before and after the start of e–learning revealed an effect after learning, but no significant difference in learning effectiveness was evident between students with an external LOC and those with an internal LOC.<br>3）In terms of the relationship between the LOC and the characteristics of e–learning, students with an external LOC showed significantly higher scores on “aversion/avoidance” on CAS than did those with an internal LOC.<br>4）Regarding the effects of the LOC and computer anxiety on material evaluation, the results of path analysis showed that the LOC had a stronger effect on material evaluation than did “anxiety/aversion” on CAS.<br>5）The present study has demonstrated that students who are averse to or avoid computers tend to be anxious and tense and to have a sense of nonefficacy. Therefore, educational support should be provided to students with an external LOC.
Résumé
This study investigated the degree of knowledge achievement and self-confidence in aseptic technique as a part of the fundamental nursing practice classes. The subjects were 220 nursing students in a junior college in Chonnam and an applied Quasi -experimental research methodology was used thirty of them comprised an experimental group to examine learning according to the teaching method. Wata were collected over 80 days, from April to June 1988, analyzed using descriptive statistics, percentages, means, t-test, one way ANOVA Pearson's correlation coefficient and stepwise multiple regression with the SAS program. The conclusions are as follows. 1. The mean score of the degree of knowledge achievement of aseptic technique of the 220 students was 0.68(possible score 1.0) before the lecture but was 0.88 after lecture(p=.000). 2. The mean score for aseptic technique of the 220 students was 3.41(possible score 5.0) before practice but was 4.27 after practice(p=.000). 3. The correlation of self-confidence before and after practice was relatively low(r=.25, p=.000). 4. The mean score of the degree of knows edge achievement of aseptic technique in the experimental group(selected 30 students) was 0.72 before the lecture but was 0.90 after the lecture. 5. The mean score of self-confidence on aseptic technique in the experimental group(selected 30 students) was 3.18 before practice but was 4.32 after practice (p=.000). 6. The mean score of learning according to the type of teaching to aseptic technique for the experimental group(selected 30 students) was 23.2(possible score 34) after lecture and presentation, was 27.3 after learning through video tape, was 31.7 after presentation through practice, was 33.7 after first practical training, and was 34 after secondary practical training. As a result of this study, learning methods in the education of fundamental nursing skill effective for knowledge achievement and competence in practicing skill.