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題 名 | 護生精神藥物治療學習困難的診斷--運用動態評量模式=Diagnosis of Learning Difficulties with Psychopharmacology for Student Nurses Evaluation by the Dynamic Assessment Model |
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作 者 | 許博厚; 黃心樹; 林麗鳳; | 書刊名 | 中臺學報 |
卷 期 | 17:4 民95.06 |
頁 次 | 頁85-97 |
分類號 | 419.63 |
關鍵詞 | 精神藥物學; 動態評量; Psychopharmacology; Dynamic assessment; |
語 文 | 中文(Chinese) |
中文摘要 | 在教學評量多元化的風潮之下,本研究嘗試以動態、多管道評量的角度,透過類實驗研究法應用動態評量評估護生學習精神藥物學的學習潛能及學習困難。本研究結果發現,動態評量可區辨不同學習程度的護生在精神藥物學之後測得分上的差異;不同感覺途徑提示的動態評量在護生的精神藥物學之學習題得分上無顯著差異;實驗組經過動態評量後,其後測得分高於對照組;實驗組動態評量的學習題權重得分與遷移題、後測得分有正相關。根據上述研究發現,本研究除支持動態評量應用在精神藥物學學習能力的區辨、助益等效益,並提出促進護生學習成效的四點參考建議。 |
英文摘要 | Under the wave of teaching assessment diversification, the research tried to evaluate the learning potential and difficulties for student nurses to learn the psychopharmacology from the angle of dynamic and multi-channel assessment, through the quasi experimental method, and with the dynamic assessment. From the research results, the researcher discovered that 1.the dynamic assessment could differentiate the differences on posttest result of psychopharmacology of student nurses of different learning level; 2.there was no obvious difference of the dynamic assessment of different sense form hints on the psychopharmacology tutorial question result of student nurses under different hint level; 3.through the dynamic assessment, the experiment group’s posttest result was higher than the comparison group; 4.the experiment group’s tutorial question weight result of dynamic assessment was positively related to the transfer question and the posttest result. According to the above-mentioned research, the researcher found the dynamic assessment’s application on the differentiation of learning ability on psychopharmacology and its benefits were supported. Conclusively, the researcher hereby suggests assisting student nurses to improve learning effects. |
本系統中英文摘要資訊取自各篇刊載內容。