肖归　陈星星　杨铭航　阳晓丽

摘 要 目的 了解并对比专科护生和本科护生学习风格的分布情况，为多层次护理人才教学提供依据。方法 采用Kolb学习风格量表对264名专科护生和146名本科护生进行问卷调查。结果 专科和本科护生学习风格类型均以发散型和吸收型为主，差异无统计学意义（P>0.05）;专科和本科护生具体经验均分分别为（27.38±6.397）分和（25.53±4.695）分、主动实践均分分别为（26.94±5.854）分和（29.26±5.661）分，差异均具有统计意义（P<0.05）。结论 专科和本科护生学习类型均以发散型和吸收型为主;专科护生更倾向于具体经验的学习;本专科的主动实践能力均有待加强。

关键词 护理专科生 护理本科生 Kolb学习风格 比较分析

中图分类号：G642                                 文献标识码：A  DOI：10.16400/j.cnki.kjdkz.2021.02.077

A Survey and Comparative Analysis of the Status quo of Learning

Styles between Undergraduate and Specialist Nursing Students

XIAO Gui， CHEN Xingxing， YANG Minghang， YANG Xiaoli

（Department of Nursing， Hainan Medical University， Haikou， Hainan， 571199）

Abstract Objective To understand the distribution and differences of Kolb learning style between specialist and undergraduate nursing students， and to provide reference for quality teaching. Methods 264 specialist nursing students and 146 undergraduate nursing students were investigated by Kolb learning Style scale. Results The majority of Kolb learning style of specialist and undergraduate nursing students are   diverging type and assimilating type， the differences were not statistically significant （P>0.05）.The scores of Kolb learning process of specialist and undergraduate nursing students were （27.38±6.397） points and （25.53±4.695） points for specific experience， （26.94±5.854） points and （29.26±5.661） points for active practice， the differences were statistically significant （P<0.05）;.Conclusion The leading learning styles of specialist and undergraduate nursing students are diverging type and assimilating type.  specialist nursing students are more inclined to learn from specific experiences; Active practice ability needs to be strengthened for both students.

Keywords specialist nursing students; undergraduate nursing students; Kolb learning style; comparative analysis

学习风格是个人特有的学习方式和学习倾向，具有明显个性特征，反映了学习者在意志、行动方面的特点。研究和实践表明，教师充分了解并尊重学生的学习风格类型和学习过程偏好等相关因素，并 “以学生为中心”进行因材施教，能够显著提高学生学习效率和质量。[1]Kolb 经验学习理论及学习风格模型提出学习周期由四个环节构成，也是目前应用最广泛的学习风格理论之一。四个环节分别为即具体经验（Concrete Experience，CE）、反思观察（Reflective Observation，RO）、抽象概念（Abstract Conceptualization，AC）和主动实践（Active Experimentation，AE）。这四个环节交叉匹配后，形成了四种各有侧重点学习风格，分别是侧重于具体经验和反思观察的发散型（Diverging），側重于反思观察和抽象概念的吸收型（Assimilating），侧重于抽象概念和主动实践的聚合型（Converging），和侧重于主动实践和具体经验的调节型（Accommodating）。[2，3]随着护理学科建设力度的不断加大和我国对护理内容需求的转变，高质量培养各种层次的护理人才显得尤其重要。本研……