背景:撰写学士学位论文在护理教育中具有核心作用。护理专业的学生需要信息和学术素养才能撰写论文,人们期望这些技能将有助于将他们的知识付诸实践。
目的:描述学生对学生和主管角色的看法,并调查学生在学士论文监督期间经历的自我效能感。
方法:横截面前置设计。
方法:包括四所大学。所有四个人都有作为小组监督过程组织的学士学位论文课程,学生积极的方法。护理学生在与主管会面前一小时会面,为了讨论问题,尝试解决即将出现的问题,并计划即将举行的监督会议的议程。
方法:邀请472名护理本科生参加。
方法:使用基于网络的问卷,纳入论文督导问卷和一般自我效能感量表。在两个点收集数据:论文课程之前和之后。计算了描述性统计数据和频率,采用独立t检验和Mann-WhitneyU检验进行分析。
结果:治疗前反应率为39%(160/472),治疗后反应率为28%(130/472)。护理学生在两个时间点都对监督有很高的期望。自我效能感高的学生对主管的学科知识和方法有更高的期望,与那些报告自我效能感较低的人相比。
结论:护理专业的学生报告了对监督过程的高期望,主管,和他们自己,无论是进入还是结束学士论文课程。自我效能感可能有助于这些期望。群体中的主动学习(即,协作学习)可能有助于护生在学士论文课程的小组监督过程中的承诺。需要进一步研究最佳的小组组成,以支持学士论文课程期间的学习。
Writing a bachelor thesis has a central role in nursing education. Nursing students require both information and academic literacy in order to write their theses, and there is an expectation that these skills will contribute to putting their knowledge into practice.
To describe students\' perceptions of the student and supervisor roles and to investigate students\' experienced self-efficacy during the supervision of their bachelor thesis.
A cross-sectional pre-post design.
Four universities were included. All four had bachelor thesis courses organized as a group supervision process, with a student active approach. Nursing students met together one hour prior to meeting with their supervisor, in order to discuss concerns, try to solve upcoming problems, and plan the agenda for the upcoming supervision session.
A total of 472 undergraduate nursing students were invited to participate.
A web-based questionnaire was used, incorporating the Supervision of Thesis Questionnaire and the General Self-Efficacy Scale. Data were collected at two points: before and after the thesis course. Descriptive statistics and frequencies were calculated, and the independent t-test and Mann-Whitney U test were used for analytic analysis.
The response rate was 39 % (160/472) pre-course and 28 % (130/472) post-course. Nursing students had high expectations of supervision at both time points. Students reporting high self-efficacy had higher expectations of the supervisor\'s knowledge of the subject and the methods, compared to those reporting lower self-efficacy.
Nursing students reported high expectations for the supervision process, the supervisor, and themselves, both when entering and when ending the bachelor thesis course. Self-efficacy may contribute to these expectations. Active learning in a group (i.e., collaborative learning) may contribute to nursing students\' commitment during the group supervision process in a bachelor thesis course. Further studies are warranted on the optimal group composition to support learning during bachelor thesis courses.