Odokotela kumele babe namakhono okucabanga asebenzayo ukuze benze izinqumo ezifanele neziphephile zezokwelapha futhi bagweme amaphutha okusebenza. Amakhono okucabanga athuthukiswe kabi emtholampilo angalimaza ukuphepha kwesiguli futhi abambezele ukunakekelwa noma ukwelashwa, ikakhulukazi eminyangweni yokunakekelwa okujulile kanye nezimo eziphuthumayo. Ukuqeqeshwa okusekelwe ekulingiseni kusebenzisa izingxoxo zokufunda ezicabangayo ngemuva kokulingisa njengendlela yokuxoxisana ukuze kuthuthukiswe amakhono okucabanga emtholampilo ngenkathi kugcinwa ukuphepha kwesiguli. Kodwa-ke, ngenxa yemvelo eminingi yokucabanga emtholampilo, ingozi engaba khona yokugcwala kwengqondo, kanye nokusetshenziswa okuhlukile kwezinqubo zokucabanga zezokwelapha (ezicatshangelwayo-ezincishisiwe) kanye nezingezona ezokuhlaziya (ezinembile) ngabahlanganyeli abaphambili nabancane bokulingisa, kubalulekile ukucabangela ulwazi, amakhono, izici ezihlobene nokugeleza kanye nomthamo wolwazi, kanye nobunzima bamacala ukuze kuthuthukiswe ukucabanga kwezokwelapha ngokuhlanganyela ezingxoxweni zokufunda ezicabangayo zeqembu ngemuva kokulingisa njengendlela yokuxoxisana. Umgomo wethu ukuchaza ukuthuthukiswa kwemodeli yengxoxo yokufunda ecabangayo ngemva kokulingisa ecabangela izici eziningi ezithonya ukufezwa kokwenziwa ngcono kokucabanga kwezokwelapha.
Iqembu elisebenzayo lokuklama ngokubambisana (N = 18), elakhiwe odokotela, abahlengikazi, abacwaningi, othisha, kanye nabamele iziguli, libambisene ngemihlangano yokufundisa elandelanayo ukuze lithuthukise imodeli yengxoxo yokufunda ebonakalisayo ngemva kokulingisa ukuze lixoxe ngokulingiswa. Iqembu elisebenzayo lokuklama ngokubambisana lathuthukisa imodeli ngenqubo yethiyori neyomqondo kanye nokubuyekezwa kontanga kwezigaba eziningi. Ukuhlanganiswa okuhambisanayo kocwaningo lokuhlola oluhlanganisayo/olususayo kanye ne-taxonomy kaBloom kukholakala ukuthi kuthuthukisa ukucabanga kwabahlanganyeli bokulingisa ngenkathi behlanganyela emisebenzini yokulingisa. Izindlela ze-Content validation index (CVI) kanye ne-content validation ratio (CVR) zasetshenziswa ukusungula ubuqiniso bobuso kanye nobuqiniso bokuqukethwe kwemodeli.
Imodeli yengxoxo yokufunda ebonakalisa ukuzindla ngemva kokulingisa yasungulwa futhi yahlolwa. Imodeli isekelwa yizibonelo ezisetshenzisiwe kanye nesiqondiso sokubhala. Ubunjalo bobuso nokuqukethwe kwemodeli kwahlolwa futhi kwaqinisekiswa.
Imodeli entsha yokuklama ngokubambisana yadalwa kucatshangelwa amakhono namakhono abahlanganyeli abahlukahlukene bokwenza amamodeli, ukugeleza kanye nobuningi bolwazi, kanye nobunzima bamacala okwenza amamodeli. Lezi zici kucatshangwa ukuthi zithuthukisa ukucabanga kwezokwelapha lapho zihlanganyela emisebenzini yokulingisa yeqembu.
Ukucabanga ngezokwelapha kubhekwa njengesisekelo somkhuba wezokwelapha ekunakekelweni kwezempilo [1, 2] kanye nesici esibalulekile sekhono lokwelapha [1, 3, 4]. Kuyinqubo yokuzindla esetshenziswa odokotela ukuhlonza nokusebenzisa ukungenelela okufanele kakhulu esimweni ngasinye somtholampilo abahlangabezana naso [5, 6]. Ukucabanga ngezokwelapha kuchazwa njengenqubo eyinkimbinkimbi yokuqonda esebenzisa amasu okucabanga asemthethweni nangakahleleki ukuqoqa nokuhlaziya ulwazi mayelana nesiguli, ukuhlola ukubaluleka kwalolo lwazi, nokunquma inani lezinye izindlela zokwenza [7, 8]. Kuncike ekhonweni lokuqoqa izinkomba, ukucubungula ulwazi, nokuqonda inkinga yesiguli ukuze kuthathwe isinyathelo esifanele sesiguli esifanele ngesikhathi esifanele nangesizathu esifanele [9, 10].
Bonke abahlinzeki bezempilo babhekene nesidingo sokwenza izinqumo eziyinkimbinkimbi ezimweni zokungaqiniseki okukhulu [11]. Emsebenzini wokunakekelwa okubucayi kanye nokunakekelwa okuphuthumayo, izimo zezokwelapha kanye nezimo eziphuthumayo ziyavela lapho impendulo esheshayo kanye nokungenelela kubalulekile ekusindiseni izimpilo nokuqinisekisa ukuphepha kwesiguli [12]. Amakhono okucabanga ampofu kanye nekhono lokwelapha ekunakekelweni okubucayi kuhlotshaniswa namazinga aphezulu amaphutha ezokwelapha, ukubambezeleka ekunakekelweni noma ekwelashweni [13] kanye nezingozi ekuphepheni kwesiguli [14,15,16]. Ukuze kugwenywe amaphutha asebenzayo, odokotela kumele babe nekhono futhi babe namakhono okucabanga asebenzayo ukuze benze izinqumo eziphephile nezifanele [16, 17, 18]. Inqubo yokucabanga engeyona eyokuhlaziya (eqondakalayo) inqubo esheshayo ethandwa odokotela abangochwepheshe. Ngokuphambene nalokho, izinqubo zokucabanga zokuhlaziya (ezicatshangelwayo-ezisusayo) zihamba kancane ngokwemvelo, zenziwe ngamabomu, futhi zivame ukusetshenziswa odokotela abangenalwazi oluningi [2, 19, 20]. Njengoba kunenkinga yendawo yezokwelapha kanye nengozi engaba khona yamaphutha okusebenza [14,15,16], imfundo esekelwe ekulingiseni (SBE) ivame ukusetshenziswa ukunikeza odokotela amathuba okuthuthukisa amakhono okucabanga kanye nekhono lokucabanga lezokwelapha. indawo ephephile kanye nokuchayeka ezimweni ezahlukahlukene eziyinselele ngenkathi kugcinwa ukuphepha kwesiguli [21, 22, 23, 24].
I-Society for Simulation in Health (SSH) ichaza ukulingisa ngokuthi “ubuchwepheshe obudala isimo noma indawo lapho abantu bezwa khona izehlakalo zangempela ngenhloso yokuzijwayeza, ukuqeqesha, ukuhlola, ukuhlola, noma ukuqonda izinhlelo noma ukuziphatha kwabantu.” [23] Izikhathi zokulingisa ezihlelwe kahle zinikeza ababambiqhaza ithuba lokuzifaka ezimweni ezilingisa izimo zezokwelapha ngenkathi kunciphisa izingozi zokuphepha [24,25] futhi basebenzise ukucabanga ngezokwelapha ngamathuba okufunda aqondiwe [21,24,26,27,28] I-SBE ithuthukisa okuhlangenwe nakho kwezokwelapha ensimini, iveza abafundi kokuhlangenwe nakho kwezokwelapha okungenzeka ukuthi abazange babhekane nakho ezindaweni zokunakekelwa kweziguli zangempela [24, 29]. Lena indawo yokufunda engasongeli, engenacala, eqondiswayo, ephephile, nengenangozi ephansi. Ikhuthaza ukuthuthukiswa kolwazi, amakhono ezokwelapha, amakhono, ukucabanga okubucayi kanye nokucabanga ngezokwelapha [22,29,30,31] futhi ingasiza ochwepheshe bezempilo ukunqoba ukucindezeleka ngokomzwelo kwesimo, ngaleyo ndlela ithuthukise ikhono lokufunda [22, 27, 28]. , 30, 32].
Ukuze kusekelwe ukuthuthukiswa okuphumelelayo kokucabanga kwezokwelapha kanye namakhono okwenza izinqumo nge-SBE, kufanele kuqashelwe ukwakheka, ithempulethi, kanye nesakhiwo senqubo yokuxoxisana ngemva kokulingisa [24, 33, 34, 35]. Izingxoxo zokufunda ezibonisa ukuzindla ngemva kokulingisa (RLC) zisetshenziswe njengendlela yokuxoxisana ukusiza abahlanganyeli ukuba bacabange, bachaze izenzo, futhi basebenzise amandla okusekelwa kontanga kanye nokucabanga kweqembu kumongo wokusebenza kweqembu [32, 33, 36]. Ukusetshenziswa kwama-RLC eqembu kuthwala ingozi engaba khona yokucabanga kwezokwelapha okungathuthuki kahle, ikakhulukazi maqondana namakhono ahlukahlukene kanye namazinga obudala abahlanganyeli. Imodeli yenqubo ephindwe kabili ichaza uhlobo oluningi lokucabanga kwezokwelapha kanye nomehluko ekuthambekeleni kochwepheshe abaphezulu ukusebenzisa izinqubo zokucabanga zokuhlaziya (ezicatshangelwayo-ezisusayo) kanye nochwepheshe abancane ukusebenzisa izinqubo zokucabanga ezingezona ezokuhlaziya (ezinembile) [34, 37].]. Lezi zinqubo zokucabanga ezimbili zihilela inselele yokuvumelanisa izinqubo zokucabanga ezifanele kakhulu nezimo ezahlukene, futhi akucaci futhi kuyaphikiswana ukuthi zingasetshenziswa kanjani ngempumelelo izindlela zokuhlaziya nezingahlaziyi uma kukhona abahlanganyeli abadala nabancane eqenjini elifanayo lokumodela. Abafundi besikole samabanga aphezulu nabancane abanamakhono ahlukahlukene kanye namazinga okuhlangenwe nakho bahlanganyela ezimweni zokulingisa ezinobunzima obuhlukahlukene [34, 37]. Uhlobo oluningi lokucabanga kwezokwelapha luhlotshaniswa nengozi engaba khona yokucabanga kwezokwelapha okungathuthuki kahle kanye nokugcwala kwengqondo ngokweqile, ikakhulukazi lapho ochwepheshe behlanganyela kuma-SBE eqembu anobunzima obuhlukahlukene bamacala kanye namazinga obudala [38]. Kubalulekile ukuqaphela ukuthi yize kunezinhlobo eziningi zamamodeli okuxoxisana asebenzisa i-RLC, azikho kulezi zinhlobo eziklanyelwe ngokugxila okukhethekile ekuthuthukisweni kwamakhono okucabanga kwezokwelapha, kucatshangelwa ulwazi, ikhono, ukugeleza kanye nobuningi bolwazi, kanye nezici zobunzima bokulingisa [38]. , 39]. Konke lokhu kudinga ukuthuthukiswa kwemodeli ehlelekile ecabangela iminikelo ehlukahlukene kanye nezici ezithonya ukuthuthukisa ukucabanga kwezokwelapha, ngenkathi ifaka i-RLC yangemva kokulingisa njengendlela yokubika. Sichaza inqubo eqhutshwa ngokwemfundiso nangomqondo yokuklama ngokubambisana kanye nokuthuthukiswa kwe-RLC yangemva kokulingisa. Kwakhiwe imodeli yokuthuthukisa amakhono okucabanga emitholampilo ngesikhathi sokubamba iqhaza kwi-SBE, kucatshangelwa izici eziningi ezilula nezithonyayo ukuze kufezwe ukuthuthukiswa kokucabanga kwemitholampilo okuthuthukisiwe.
Imodeli ye-RLC ngemuva kokulingisa yathuthukiswa ngokubambisana ngokusekelwe kumamodeli akhona kanye nemibono yokucabanga kwezokwelapha, ukufunda okucabangayo, imfundo, kanye nokulingisa. Ukuze kuthuthukiswe ngokubambisana imodeli, kwasungulwa iqembu elisebenzayo elisebenzisanayo (N = 18), elakhiwa abahlengikazi abayi-10 abanakekela kakhulu, umuntu oyedwa oqinisayo, kanye nabameleli abathathu beziguli ezazilaliswe esibhedlela ngaphambilini zamazinga ahlukene, ulwazi, kanye nobulili. Iyunithi eyodwa yokunakekela kakhulu, abasizi ababili bocwaningo kanye nabafundisi ababili abaphezulu abahlengikazi. Lokhu kusungula kabusha ngokubambisana kwaklanywa futhi kwathuthukiswa ngokubambisana kontanga phakathi kwabathintekayo abanolwazi lwangempela kwezempilo, kungaba ochwepheshe bezempilo abahilelekile ekuthuthukisweni kwemodeli ehlongozwayo noma abanye abathintekayo njengeziguli [40,41,42]. Ukufaka abameleli beziguli enqubweni yokuklama ngokubambisana kunganezela inani enqubweni, njengoba umgomo wokugcina wohlelo ukuthuthukisa ukunakekelwa nokuphepha kweziguli [43].
Iqembu elisebenzayo lenze imihlangano yokufundisa eyisithupha yamahora angu-2-4 ukuthuthukisa isakhiwo, izinqubo kanye nokuqukethwe kwemodeli. I-workshop ihlanganisa ingxoxo, ukuzijwayeza kanye nokulingisa. Izici zemodeli zisekelwe ezinhlobonhlobo zezinsizakusebenza ezisekelwe ebufakazini, amamodeli, imibono kanye nezinhlaka. Lokhu kufaka phakathi: i-constructivist learning theory [44], umqondo we-dual loop [37], i-clinical reasoning loop [10], indlela ye-appreciative inquiry (AI) [45], kanye nendlela ye-reporting plus/delta [46]. Imodeli yathuthukiswa ngokubambisana ngokusekelwe ezindinganisweni zenqubo ye-INACSL yokuxoxisana nge-INACSL ye-International Nurses Association yemfundo yezokwelapha kanye neyokulingisa [36] futhi yahlanganiswa nezibonelo ezisetshenzisiwe ukudala imodeli ezichazayo. Imodeli yathuthukiswa ngezigaba ezine: ukulungiselela ingxoxo yokufunda ecabangelayo ngemva kokulingisa, ukuqaliswa kwengxoxo yokufunda ecabangelayo, ukuhlaziywa/ukuzindla kanye nokuhlaziya (Isithombe 1). Imininingwane yesigaba ngasinye ixoxwa ngezansi.
Isigaba sokulungiselela sale modeli senzelwe ukulungiselela ngokwengqondo abahlanganyeli besigaba esilandelayo nokwandisa ukubamba iqhaza kwabo okusebenzayo kanye nokutshalwa kwezimali ngenkathi kuqinisekiswa ukuphepha kwengqondo [36, 47]. Lesi sigaba sihlanganisa isingeniso senhloso nezinhloso; isikhathi esilindelekile se-RLC; okulindelwe ngumgqugquzeli kanye nabahlanganyeli ngesikhathi se-RLC; ukuqondiswa kwendawo kanye nokusetha ukulingisa; ukuqinisekisa ubumfihlo endaweni yokufunda, kanye nokwandisa nokuthuthukisa ukuphepha kwengqondo. Izimpendulo ezilandelayo ezimele ezivela eqenjini elisebenzayo lokuklama ngokubambisana zacatshangelwa ngesikhathi sesigaba sangaphambi kokuthuthukiswa kwemodeli ye-RLC. Umhlanganyeli 7: “Njengomhlengikazi oyinhloko, uma bengihlanganyela ekulingiseni ngaphandle komongo wesimo futhi abantu abadala bekhona, cishe bengizogwema ukuhlanganyela engxoxweni yangemva kokulingisa ngaphandle kokuthi nginomuzwa wokuthi ukuphepha kwami kwengqondo kuyahlonishwa. nokuthi bengizogwema ukuhlanganyela ezingxoxweni ngemuva kokulingisa. “Vikelwa futhi ngeke kube nemiphumela.” Umhlanganyeli 4: “Ngikholwa ukuthi ukugxila nokusungula imithetho eyisisekelo kusenesikhathi kuzosiza abafundi ngemuva kokulingisa. Ukuhlanganyela ngenkuthalo ezingxoxweni zokufunda ezicabangelayo.”
Izigaba zokuqala zemodeli ye-RLC zifaka phakathi ukuhlola imizwa yomhlanganyeli, ukuchaza izinqubo eziyisisekelo kanye nokuhlola isimo, kanye nokubhala uhlu lwezipiliyoni ezinhle nezimbi zomhlanganyeli, kodwa hhayi ukuhlaziya. Imodeli kulesi sigaba yadalwa ukuze kukhuthazwe abazongenela ukhetho ukuba bazibheke bona futhi bagxile emisebenzini, kanye nokulungiselela ngokwengqondo ukuhlaziya okujulile kanye nokuzindla okujulile [24, 36]. Umgomo ukunciphisa ingozi engaba khona yokugcwala kwengqondo [48], ikakhulukazi kulabo abasha esihlokweni sokumodela futhi abangenalo ulwazi lwangaphambilini lwezokwelapha ngekhono/isihloko [49]. Ukucela abahlanganyeli ukuthi bachaze kafushane icala elilingisiwe futhi benze izincomo zokuxilonga kuzosiza umgqugquzeli ukuqinisekisa ukuthi abafundi eqenjini banokuqonda okuyisisekelo nokujwayelekile kwaleli cala ngaphambi kokudlulela esigabeni sokuhlaziya/sokuzindla eside. Ngaphezu kwalokho, ukumema abahlanganyeli kulesi sigaba ukuthi babelane ngemizwa yabo ezimweni ezilingisiwe kuzobasiza banqobe ukucindezeleka ngokomzwelo kwalesi simo, ngaleyo ndlela kuthuthukiswe ukufunda [24, 36]. Ukubhekana nezinkinga ezingokomzwelo kuzosiza nomgqugquzeli we-RLC ukuthi aqonde ukuthi imizwa yabahlanganyeli ithinta kanjani ukusebenza komuntu ngamunye kanye neqembu, futhi lokhu kungaxoxwa ngakho ngokujulile ngesikhathi sesigaba sokuzindla/sokuhlaziya. Indlela ye-Plus/Delta yakhelwe kulesi sigaba semodeli njengesinyathelo sokulungiselela nesokunquma isigaba sokuzindla/sokuhlaziya [46]. Besebenzisa indlela ye-Plus/Delta, bobabili abahlanganyeli nabafundi bangacubungula/babhale phansi okubonwe yibo, imizwa kanye nokuhlangenwe nakho kwabo kokulingisa, okungaxoxwa ngakho iphuzu ngephuzu ngesikhathi sesigaba sokuzindla/sokuhlaziya semodeli [46]. Lokhu kuzosiza abahlanganyeli ukufeza isimo sokucabanga ngokusebenzisa amathuba okufunda aqondisiwe futhi abekwe phambili ukuze kuthuthukiswe ukucabanga kwezokwelapha [24, 48, 49]. Izimpendulo ezilandelayo ezimele ezivela eqenjini elisebenzayo lokuklama ngokubambisana zacatshangelwa ngesikhathi sokuthuthukiswa kokuqala kwemodeli ye-RLC. Umhlanganyeli 2: “Ngicabanga ukuthi njengesiguli esike sangeniswa e-ICU ngaphambilini, sidinga ukucabangela imizwa kanye nemizwa yabafundi abalingisiwe. Ngiphakamisa le nkinga ngoba ngesikhathi sokwamukelwa kwami ngabona amazinga aphezulu okucindezeleka nokukhathazeka, ikakhulukazi phakathi kochwepheshe bokunakekelwa okubucayi. kanye nezimo eziphuthumayo. Le modeli kumele icabangele ukucindezeleka kanye nemizwa ehlobene nokulingisa okuhlangenwe nakho.” Umhlanganyeli 16: “Kimi njengothisha, ngikuthola kubaluleke kakhulu ukusebenzisa indlela ye-Plus/Delta ukuze abafundi bakhuthazwe ukuba bahlanganyele ngenkuthalo ngokukhuluma ngezinto ezinhle nezidingo abahlangabezane nazo ngesikhathi sokulingisa. Izindawo okufanele zithuthukiswe.”
Nakuba izigaba zangaphambilini zemodeli zibalulekile, isigaba sokuhlaziya/sokuzindla sibaluleke kakhulu ekufezeni ukwenziwa ngcono kokucabanga kwezokwelapha. Senzelwe ukuhlinzeka ngokuhlaziywa/ukwenziwa okuthuthukisiwe kanye nokuhlaziywa okujulile okusekelwe kokuhlangenwe nakho kwezokwelapha, amakhono, kanye nomthelela wezihloko ezifakiwe; inqubo nesakhiwo se-RLC; inani lolwazi olunikezwayo ukuze kugwenywe ukugcwala kwengqondo; ukusetshenziswa ngempumelelo kwemibuzo yokuzindla. izindlela zokufeza ukufunda okugxile kubafundi nokusebenzayo. Kuleli qophelo, ulwazi lwezokwelapha kanye nokujwayelana nezihloko zokulingisa kuhlukaniswe izingxenye ezintathu ukuze kuhlangatshezwane namazinga ahlukene okuhlangenwe nakho kanye nekhono: okokuqala: akukho okuhlangenwe nakho kwangaphambilini kochwepheshe bezokwelapha/akukho ukuvezwa kwangaphambilini ezihlokweni zokulingisa, okwesibili: ulwazi lwezokwelapha, ulwazi namakhono/akukho. ukuvezwa kwangaphambilini ezihlokweni zokulingisa. Okwesithathu: Ulwazi lwezokwelapha, ulwazi namakhono. Ukuvezwa kochwepheshe/kwangaphambilini ezihlokweni zokulingisa. Ukuhlukaniswa kwenziwa ukuze kuhlangatshezwane nezidingo zabantu abanokuhlangenwe nakho okuhlukile kanye namazinga amakhono ngaphakathi kweqembu elifanayo, ngaleyo ndlela kulinganiswa ukuthambekela kochwepheshe abangenalwazi kangako ekusebenziseni ukucabanga kokuhlaziya kanye nokuthambekela kochwepheshe abanolwazi kakhulu ekusebenziseni amakhono okucabanga angewona awokuhlaziya [19, 20, 34]. , 37]. Inqubo ye-RLC yahlelwa ngokuzungeza umjikelezo wokucabanga kwezokwelapha [10], uhlaka lokubonisana olubonisa ukuzindla [47], kanye nethiyori yokufunda okuhlangenwe nakho [50]. Lokhu kufezwa ngezinqubo eziningana: ukuhumusha, ukuhlukanisa, ukuxhumana, ukuphetha kanye nokuhlanganisa.
Ukuze kugwenywe ukugcwala kwengqondo, kucatshangelwe ukukhuthaza inqubo yokukhuluma egxile kumfundi futhi ecabangayo enesikhathi esanele namathuba okuba abahlanganyeli bazindle, bahlaziye, futhi bahlanganise ukuze bathole ukuzethemba. Izinqubo zokuqonda ngesikhathi se-RLC zixazululwa ngokuhlanganiswa, ukuqinisekiswa, ukwakheka, kanye nezinqubo zokuhlanganisa ngokusekelwe ohlakeni lwe-double-loop [37] kanye nethiyori yomthwalo wokuqonda [48]. Ukuba nenqubo yengxoxo ehlelekile nokuvumela isikhathi esanele sokuzindla, kucatshangelwa abahlanganyeli abanolwazi nabangenalwazi, kuzonciphisa ingozi engaba khona yomthwalo wokuqonda, ikakhulukazi ekulingiseni okuyinkimbinkimbi okunokuhlangenwe nakho okuhlukile kwangaphambilini, ukuvezwa kanye namazinga amakhono abahlanganyeli. Ngemva kwesigameko. Indlela yokubuza imibuzo yokuzindla yemodeli isekelwe kumodeli kaBloom ye-taxonomic [51] kanye nezindlela zokuhlola (AI) eziqondakalayo [45], lapho umgqugquzeli ohlotshisiwe esondela khona esihlokweni ngendlela yesinyathelo ngesinyathelo, ye-Socratic, neyokuzindla. Buza imibuzo, uqale ngemibuzo esekelwe olwazini, kanye nokubhekana namakhono nezinkinga ezihlobene nokucabanga. Le ndlela yokubuza imibuzo izothuthukisa ukwenziwa ngcono kokucabanga kwezokwelapha ngokukhuthaza ukubamba iqhaza kwabahlanganyeli abakhuthele kanye nokucabanga okuqhubekayo ngengozi encane yokugcwala kwengqondo ngokweqile. Izimpendulo ezilandelayo ezimele ezivela eqenjini elisebenzayo lokuklama ngokubambisana zicatshangelwe ngesikhathi sesigaba sokuhlaziya/sokuzindla sokuthuthukiswa kwemodeli ye-RLC. Umhlanganyeli 13: “Ukuze sigweme ukugcwala kwengqondo, sidinga ukucabangela inani kanye nokugeleza kolwazi lapho sihlanganyela ezingxoxweni zokufunda ngemva kokulingisa, futhi ukuze senze lokhu, ngicabanga ukuthi kubalulekile ukunikeza abafundi isikhathi esanele sokuzindla nokuqala ngezisekelo. Ulwazi. luqala izingxoxo namakhono, bese ludlulela emazingeni aphezulu olwazi namakhono ukuze kufezwe ukuqonda.” Umhlanganyeli 9: “Ngikholelwa kakhulu ukuthi izindlela zokubuza imibuzo ezisebenzisa amasu okuhlola i-Appreciative Inquiry (AI) kanye nemibuzo ecabangelayo esebenzisa imodeli ye-Bloom's Taxonomy zizokhuthaza ukufunda okusebenzayo kanye nokugxilisa ingqondo kwabafundi ngenkathi kunciphisa amathuba okuba sengozini yokugcwala kwengqondo.” Isigaba sokuxoxisana ngemodeli sihlose ukufingqa amaphuzu okufunda aphakanyisiwe ngesikhathi se-RLC nokuqinisekisa ukuthi imigomo yokufunda iyafezeka. Umhlanganyeli 8: “Kubaluleke kakhulu ukuthi umfundi kanye nomsizi bavumelane ngemibono esemqoka ebaluleke kakhulu kanye nezici ezibalulekile okufanele bazicabangele lapho beqala ukusebenza.”
Ukuvunyelwa kokuziphatha kutholakale ngaphansi kwezinombolo zephrothokholi (MRC-01-22-117) kanye ne-(HSK/PGR/UH/04728). Imodeli ihlolwe ezifundweni ezintathu zobungcweti zokulingisa ukunakekelwa okujulile ukuze kuhlolwe ukusetshenziswa kanye nokusebenza kahle kwemodeli. Ukufaneleka kobuso bemodeli kuhlolwe yiqembu elisebenzayo eliklanywe ngokubambisana (N = 18) kanye nochwepheshe bezemfundo abasebenza njengabaqondisi bezemfundo (N = 6) ukulungisa izinkinga ezihlobene nokubukeka, uhlelo lolimi, kanye nenqubo. Ngemuva kokufaneleka kobuso, ukufaneleka kokuqukethwe kunqunywe ngabafundisi abaphezulu babahlengikazi (N = 6) abaqinisekiswe yi-American Nurses Credentialing Center (ANCC) futhi basebenza njengabahleli bezemfundo, kanye (N = 6) ababeneminyaka engaphezu kwe-10 yemfundo kanye nesipiliyoni sokufundisa. Ulwazi Lomsebenzi Ukuhlolwa kwenziwe ngabaqondisi bezemfundo (N = 6). Ulwazi lokumodela. Ukufaneleka kokuqukethwe kunqunywe kusetshenziswa i-Content Validity Ratio (CVR) kanye ne-Content Validity Index (CVI). Indlela kaLawshe [52] yasetshenziswa ukulinganisa i-CVI, kanti indlela kaWaltz noBausell [53] yasetshenziswa ukulinganisa i-CVR. Amaphrojekthi e-CVR ayadingeka, ayasiza, kodwa awadingeki noma awaphoqelekile. I-CVI inikezwa amaphuzu esikalini samaphuzu amane ngokusekelwe ekuhlobaneni, ubulula, kanye nokucaca, kanti u-1 = akafaneleki, u-2 = ufanelekile kancane, u-3 = ufanelekile, kanye no-4 = ufanelekile kakhulu. Ngemva kokuqinisekisa ubuqiniso bobuso nokuqukethwe, ngaphezu kwemihlangano yokufundisa esebenzayo, imihlangano yokuqondisa kanye nokuqondisa yaqhutshwa kothisha abazosebenzisa imodeli.
Iqembu lomsebenzi likwazile ukuthuthukisa nokuhlola imodeli ye-RLC yangemva kokulingisa ukuze kuthuthukiswe amakhono okucabanga emitholampilo ngesikhathi sokuhlanganyela ku-SBE emayunithi okunakekelwa okujulile (Izithombe 1, 2, kanye no-3). I-CVR = 1.00, i-CVI = 1.00, ebonisa ubuqiniso bobuso nokuqukethwe okufanele [52, 53].
Imodeli yadalelwa iqembu le-SBE, lapho kusetshenziswa khona izimo ezijabulisayo nezinselele kubahlanganyeli abanamazinga afanayo noma ahlukene okuhlangenwe nakho, ulwazi kanye nobudala. Imodeli yomqondo we-RLC yathuthukiswa ngokwezindinganiso zokuhlaziya i-INACSL flight simulation [36] futhi igxile kubafundi futhi iyazichaza, kufaka phakathi izibonelo ezisetshenzisiwe (Izithombe 1, 2 kanye no-3). Imodeli yathuthukiswa ngenhloso futhi yahlukaniswa ngezigaba ezine ukuze kuhlangatshezwane nezindinganiso zokulingisa: ukuqala ngokufingqa, kulandelwe ukuhlaziywa/ukuhlanganiswa okubonakalayo, bese kuphetha ngolwazi kanye nesifinyezo. Ukuze kugwenywe ingozi engaba khona yokugcwala kwengqondo ngokweqile, isigaba ngasinye semodeli sakhiwe ngenhloso njengemfuneko yesigaba esilandelayo [34].
Ithonya lezinto zobudala kanye nokuvumelana kweqembu ekuhlanganyeleni ku-RLC alikaze lifundwe ngaphambilini [38]. Uma kucatshangelwa imiqondo esebenzayo ye-double loop kanye ne-cognitive overload theory ekuzijwayezeni kokulingisa [34, 37], kubalulekile ukucabangela ukuthi ukubamba iqhaza eqenjini le-SBE elinokuhlangenwe nakho okuhlukile kanye namazinga amakhono abahlanganyeli eqenjini elifanayo lokulingisa kuyinselele. Ukunganakwa kolwazi, ukugeleza kanye nesakhiwo sokufunda, kanye nokusetshenziswa ngasikhathi sinye kwezinqubo zokuqonda ezisheshayo nezihamba kancane ngabafundi besikole samabanga aphezulu kanye nabafundi besikole samabanga aphezulu kubeka engcupheni yokugcwala kwengqondo [18, 38, 46]. Lezi zici zacatshangelwa lapho kuthuthukiswa imodeli ye-RLC ukuze kugwenywe ukucabanga okungathuthuki kahle kanye/noma okungaphansi [18, 38]. Kubalulekile ukucabangela ukuthi ukuqhuba i-RLC ngamazinga ahlukene obudala kanye nekhono kubangela umphumela wokubusa phakathi kwabahlanganyeli abadala. Lokhu kwenzeka ngoba abahlanganyeli abathuthukile bavame ukugwema ukufunda imiqondo eyisisekelo, okubalulekile kubahlanganyeli abasebasha ukuze bafinyelele ekuqaphelweni futhi bangene ezinqubweni zokucabanga kanye nokucabanga ezingeni eliphezulu [38, 47]. Imodeli ye-RLC yenzelwe ukubandakanya abahlengikazi asebekhulile nabancane ngokubuza ngokwazisa kanye nendlela ye-delta [45, 46, 51]. Kusetshenziswa lezi zindlela, imibono yabahlanganyeli asebekhulile nabancane abanamakhono ahlukahlukene kanye namazinga okuhlangenwe nakho izokwethulwa into ngayinye futhi kuxoxwe ngayo ngokuzindla ngumqondisi wengxoxo kanye nabaqondisi abakanye [45, 51]. Ngaphezu kokufaka kwabahlanganyeli bokulingisa, umgqugquzeli wengxoxo unezela okufakayo ukuqinisekisa ukuthi konke ukubonwa okuhlangene kuhlanganisa ngokuphelele umzuzu ngamunye wokufunda, ngaleyo ndlela kuthuthukisa ukuqonda ukuze kuthuthukiswe ukucabanga kwezokwelapha [10].
Ukugeleza kolwazi kanye nesakhiwo sokufunda kusetshenziswa imodeli ye-RLC kubhekwana naso ngenqubo ehlelekile nenezinyathelo eziningi. Lokhu kwenzelwa ukusiza abagqugquzeli bezingxoxo nokuqinisekisa ukuthi umhlanganyeli ngamunye ukhuluma ngokucacile nangokuzethemba esigabeni ngasinye ngaphambi kokudlulela esigabeni esilandelayo. Umqondisi uzokwazi ukuqala izingxoxo ezibonisa ukuzindla lapho bonke abahlanganyeli behlanganyela khona, futhi bafinyelele iphuzu lapho abahlanganyeli abahlukahlukene bobudala kanye namazinga amakhono bevumelana khona ngemikhuba emihle yephuzu ngalinye lengxoxo ngaphambi kokudlulela kwesilandelayo [38]. Ukusebenzisa le ndlela kuzosiza abahlanganyeli abanolwazi nabanekhono ukwabelana ngeminikelo/ukubuka kwabo, kuyilapho iminikelo/ukubuka kwabahlanganyeli abangenalwazi nabanekhono kuzohlolwa futhi kuxoxwe ngakho [38]. Kodwa-ke, ukuze kufezwe lo mgomo, abagqugquzeli kuzodingeka babhekane nenselele yokulinganisela izingxoxo nokunikeza amathuba alinganayo kubahlanganyeli abadala nabancane. Kuze kube manje, indlela yokuhlola imodeli yathuthukiswa ngenhloso kusetshenziswa imodeli kaBloom ye-taxonomic, ehlanganisa inhlolovo yokuhlola kanye nendlela yokwengeza/ye-delta [45, 46, 51]. Ukusebenzisa lawa masu nokuqala ngolwazi nokuqonda imibuzo egxile/izingxoxo zokuzindla kuzokhuthaza abahlanganyeli abangenalo ulwazi oluningi ukuthi bahlanganyele futhi bahlanganyele ngenkuthalo engxoxweni, ngemva kwalokho umsizi uzohamba kancane kancane aye ezingeni eliphakeme lokuhlola nokuhlanganisa imibuzo/izingxoxo lapho bobabili amaqembu kufanele anikeze abahlanganyeli be-Senior kanye ne-Juniors ithuba elilinganayo lokuhlanganyela ngokusekelwe kokuhlangenwe nakho kwabo kwangaphambilini kanye nokuhlangenwe nakho ngamakhono emitholampilo noma izimo ezilingisiwe. Le ndlela izosiza abahlanganyeli abangenalo ulwazi oluningi ukuthi bahlanganyele ngenkuthalo futhi bazuze kokuhlangenwe nakho okwabiwe ngabahlanganyeli abanolwazi oluningi kanye nokufaka komsizi wokuxoxisana. Ngakolunye uhlangothi, imodeli ayiklanyelwe kuphela ama-SBE anamakhono ahlukene abahlanganyeli kanye namazinga okuhlangenwe nakho, kodwa futhi nababambiqhaza beqembu le-SBE abanamazinga okuhlangenwe nakho afanayo namakhono. Imodeli yenzelwe ukusiza ukunyakaza okubushelelezi nokuhlelekile kweqembu kusukela ekugxileni olwazini nasekuqondeni kuya ekugxileni ekuhlanganiseni nasekuhloleni ukuze kufezwe imigomo yokufunda. Isakhiwo semodeli kanye nezinqubo zenzelwe ukuhambisana namaqembu okulingisa amakhono ahlukene nalinganayo namazinga okuhlangenwe nakho.
Ngaphezu kwalokho, yize i-SBE ekunakekelweni kwezempilo kanye ne-RLC isetshenziswa ukuthuthukisa ukucabanga kanye nekhono lokwelapha kodokotela [22,30,38], nokho, izici ezifanele kumele zicatshangelwe ezihlobene nobunzima bamacala kanye nezingozi ezingaba khona zokugcwala kwengqondo ngokweqile, ikakhulukazi lapho Abahlanganyeli behilelekile ezimweni ze-SBE belingisa iziguli eziyinkimbinkimbi kakhulu, ezigula kakhulu ezidinga ukungenelela okusheshayo kanye nokwenza izinqumo ezibucayi [2,18,37,38,47,48]. Ukuze kufezwe lokhu, kubalulekile ukucabangela ukuthambekela kwabahlanganyeli abanolwazi nabangenalo ulwazi oluningi ukushintsha ngasikhathi sinye phakathi kwezinhlelo zokucabanga zokuhlaziya nezingahlaziyi lapho behlanganyela ku-SBE, kanye nokusungula indlela esekelwe ebufakazini evumela abafundi abadala nabancane ukuthi bahlanganyele ngenkuthalo enkambisweni yokufunda. Ngakho-ke, imodeli yaklanywa ngendlela yokuthi, kungakhathaliseki ubunzima becala elilingiswayo elivezwe, umsizi kumele aqinisekise ukuthi izici zolwazi kanye nokuqonda kwangemuva kwabahlanganyeli abadala nabancane kuqala zimbozwa bese kancane kancane zithuthukiswa ngendlela evuselelayo ukuze kube lula ukuhlaziya. Lokhu kuzosiza abafundi abasebasha ukwakha nokuhlanganisa lokho abakufundile, futhi kusize abafundi abadala ukuthi bahlanganise futhi bathuthukise ulwazi olusha. Lokhu kuzohlangabezana nezidingo zenqubo yokucabanga, kucatshangelwa ulwazi lwangaphambilini kanye namakhono omhlanganyeli ngamunye, futhi kube nefomethi ejwayelekile ebhekana nokuthambekela kwabafundi besikole samabanga aphezulu kanye nabafundi besikole samabanga aphezulu ukushintsha ngasikhathi sinye phakathi kwezinhlelo zokucabanga ezihlaziyayo nezingezona ezokuhlaziya, ngaleyo ndlela kuqinisekiswe ukwenziwa ngcono kokucabanga kwezokwelapha.
Ngaphezu kwalokho, abasizi/abaxoxi bezengqondo bangase babe nobunzima bokukwazi amakhono okuxazulula izinkinga zokulingisa. Ukusetshenziswa kwezikripthi zokuhlaziya ulwazi kukholakala ukuthi kuyasebenza ekuthuthukiseni ukutholwa kolwazi kanye namakhono okuziphatha kwabasizi uma kuqhathaniswa nalabo abangasebenzisi izikripthi [54]. Izimo ziyithuluzi lokuqonda elingasiza umsebenzi wokwenza amamodeli kothisha futhi lithuthukise amakhono okuhlaziya ulwazi, ikakhulukazi kothisha abasahlanganisa ulwazi lwabo lokuhlaziya ulwazi [55]. bafinyelele ukusetshenziswa okukhulu futhi bathuthukise amamodeli asebenziseka kalula. (Isithombe 2 kanye nesithombe 3).
Ukuhlanganiswa okufanayo kwe-plus/delta, inhlolovo yokwazisa, kanye nezindlela zokuhlola ze-Bloom's Taxonomy akukakabhekwanwa ngazo ekuhlaziyweni kokulingisa okutholakalayo njengamanje kanye namamodeli okuzindla aqondiswayo. Ukuhlanganiswa kwalezi zindlela kugqamisa ukusungulwa kwemodeli ye-RLC, lapho lezi zindlela zihlanganiswe khona ngefomethi eyodwa ukuze kufezwe ukwenziwa ngcono kokucabanga kwezokwelapha kanye nokugxilisa umfundi. Abafundisi bezokwelapha bangazuza eqenjini le-SBE lokulingisa elisebenzisa imodeli ye-RLC ukuthuthukisa nokwenza ngcono amakhono okucabanga kwezokwelapha abahlanganyeli. Izimo zemodeli zingasiza othisha ukuba baqonde inqubo yokuxoxisana ngokucabanga futhi baqinise amakhono abo ukuze babe ngabasizi bokuxoxisana abanekhono nabazethembayo.
I-SBE ingafaka izindlela eziningi ezahlukene namasu, okuhlanganisa kodwa kungagcini nge-SBE esekelwe kumamodeli, izilingisi zomsebenzi, izilingisi zeziguli, iziguli ezijwayelekile, iqiniso elibonakalayo nelingeziwe. Uma ubheka ukuthi ukubika kungenye yezindlela ezibalulekile zokumodela, imodeli ye-RLC elingisiwe ingasetshenziswa njengemodeli yokubika lapho kusetshenziswa lezi zindlela. Ngaphezu kwalokho, yize imodeli yakhelwe umkhakha wobuhlengikazi, inamandla okusetshenziswa ku-SBE yokunakekelwa kwempilo kochwepheshe, okugqamisa isidingo sezinhlelo zocwaningo zesikhathi esizayo zokuhlola imodeli ye-RLC yemfundo yochwepheshe.
Ukuthuthukiswa nokuhlolwa kwemodeli ye-RLC yangemva kokulingisa yokunakekelwa kwabahlengikazi emayunithi okunakekelwa okujulile e-SBE. Ukuhlolwa/ukuqinisekiswa kwesikhathi esizayo kwemodeli kuyanconywa ukwandisa ukujwayelana kwemodeli ukuze isetshenziswe kwezinye izigaba zokunakekelwa kwezempilo kanye ne-SBE yochwepheshe.
Imodeli yasungulwa yiqembu elihlangene elisebenza ngokusekelwe kumbono kanye nomqondo. Ukuze kuthuthukiswe ukuba semthethweni kanye nokujwayelekile kwemodeli, ukusetshenziswa kwezindlela zokuthembeka ezithuthukisiwe ezifundweni zokuqhathanisa kungacatshangelwa esikhathini esizayo.
Ukuze kuncishiswe amaphutha okusebenza, odokotela kumele babe namakhono okucabanga asebenzayo okwelapha ukuqinisekisa ukwenza izinqumo zomtholampilo okuphephile nokufanelekile. Ukusebenzisa i-SBE RLC njengendlela yokuxoxisana kukhuthaza ukuthuthukiswa kolwazi namakhono asebenzayo adingekayo ukuthuthukisa ukucabanga komtholampilo. Kodwa-ke, uhlobo oluningi lokucabanga komtholampilo, oluhlobene nokuhlangenwe nakho kwangaphambilini kanye nokuvezwa, izinguquko ekhonweni, ivolumu kanye nokugeleza kolwazi, kanye nobunzima bezimo zokulingisa, kugcizelela ukubaluleka kokuthuthukisa amamodeli e-RLC ngemuva kokulingisa lapho ukucabanga komtholampilo kungasetshenziswa khona ngenkuthalo nangendlela ephumelelayo. Ukungazinaki lezi zici kungabangela ukucabanga komtholampilo okungathuthuki kahle futhi okungafanele. Imodeli ye-RLC yathuthukiswa ukuze ibhekane nalezi zici ukuze ithuthukise ukucabanga komtholampilo lapho ihlanganyela emisebenzini yokulingisa yeqembu. Ukuze kufezwe lo mgomo, imodeli ihlanganisa ngasikhathi sinye uphenyo lokuhlola oluhlanganisayo/olungenayo kanye nokusetshenziswa kwe-taxonomy kaBloom.
Amasethi edatha asetshenzisiwe kanye/noma ahlaziywe ngesikhathi socwaningo lwamanje ayatholakala kumbhali ohambisanayo uma ecelwa ngokufanele.
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Isikhathi sokuthunyelwe: Jan-08-2024