書誌事項
- タイトル別名
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- Designing Scaffolding to Learn Nursing in Emergency Department
- キュウキュウ ハツリョウカンゴ ニ オケル カンゴ カテイ ガクシュウ ノ アシバカケ ノ セッケイ
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<p>This study reviewed the use of simulation-based learning (SBL) to teach nursing in 2016 in a nursing course for certification in emergency care. This study also examined learning support, which served as a scaffold for on-campus practice in 2017. Nursing notes following SBL in 2016 were assessed with a rubric used in practical training, and the average score was low (68%). Thus, case-based learning (CBL) was implemented in 2017 prior to SBL, and feedback was provided after CBL and SBL. The score was 10.20±2.20 points in 2016 and 14.10±1.52 points in 2017. The course design in 2017 resulted in more effective learning than that in 2016. In 2016, a heavy extraneous load (cognitive load theory) was imposed, but, the course design in 2017 decreased the extraneous load, allowing students to take on the germane load. Students presumably built a schema using pre-existing knowledge from classroom lectures in their long-term memory.</p>
収録刊行物
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- 教育システム情報学会誌
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教育システム情報学会誌 37 (1), 32-43, 2020-01-01
教育システム情報学会
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詳細情報 詳細情報について
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- CRID
- 1390283659837219968
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- NII論文ID
- 130007779468
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- NII書誌ID
- AN10474042
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- ISSN
- 21880980
- 13414135
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- NDL書誌ID
- 030208803
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用不可