law

Strengthening principles

Reinforcement program

application

People actively choose knowledge and form cognitive structures

Learning process (acquisition→conversion→evaluation)

Pay attention to the basic structure of the subject (basic knowledge → specific diseases → problem solving)

Intrinsic motivation for learning → interest

Advocate discovery learning (explore → think → reorganize teaching materials)

application

meaningful acceptance of learning

meaningful learning conditions

Assimilation model of meaningful learning

application

basic process of memory

forget

application

Observational Learning (Social Environment)

Internal cognition affects personal behavior

Self-control/regulation during learning

Pay attention to the role of role models

role model→teacher

Role model → (Introduced/promoted by teachers) Excellent nurses

Provide opportunities for students to emulate role models (student clinical practice)

Role models and learners work together to promote

Emphasize the important role of emotions/attitudes/values ​​in learning

Emphasize that education should be learner-centered

Pay attention to human values ​​and personality development

student-centered

Freedom-Based Learning Principles

Development of students’ values/personality (ideological and political)

Teacher-student relationship, student participation in teaching activities (time setting/teaching methods)

classroom atmosphere

Teachers are helpers/facilitators

Accept individual student differences

Unified semester learning objectives

scene

cooperation

comminicate

sense making

Progress first quickly and then slowly

Altitude sickness

ups and downs

nation

School

Education and students

memory

understand

application

analyze

evaluate

create

Accept/react/give value/organize values/characterize value system

imitate

operate

accurate

connect

naturalize

One-to-many → high efficiency

Transfer a lot of knowledge in a short time

knowledge framework

Description/case → understanding

shortcoming

U-shaped/ring-shaped/horseshoe type/committee type

Tutoring group (teachers leading students)

Academic/Guidance (Teacher Led)/Free/Agenda Discussion Group

Question-answering group (teacher asks questions + information)

Research group (experiment)

Everyone speaks

Individually extremely active

dispute

Leave angrily

unwilling to participate

Clarify learning goals

Provide clinical cases

Ask learning questions

student self-study process

Presentations and group discussions

class disscussion

Teacher shortcomings

Insufficient teaching resources

Students have poor adaptability

The PBL evaluation system is imperfect

Set up clinical cases

Set core questions

Teaching implementation

Advantages (Deepen Understanding/Improve Comprehensive Abilities)

question

nursing school

teaching hospital

Participants in Nursing Practice (Nurse Responsibilities)

Educator (responsibilities as a nursing teacher)

Personal qualities

Professional ethics

knowledge structure

Capability structure

Before internship:

Entering the internship:

advantage

shortcoming

Before internship

After internship

advantage

Students gain experience

Medical rounds

Nursing rounds

Teacher explains and summarizes questions

Cognitive Domain (Pyramid)

Emotional realm (mental attitude)

Operational skill areas

Observation

Assessment method

comprehensive assessment method

Appraiser

assess target

Assessment methods

Courses (Course Structure/Outline)

Teaching quality (teaching attitude/level/method/effect)

Teaching quality (excellent and moderate can be scored √)

Teaching rounds (clinical)

content

method

Target training of nursing talents Development level of social economy and medical science sociopolitical system Age characteristics and educational background of educators