【摘要】：目的 1.界定護(hù)理本科生媒介素養(yǎng)概念及護(hù)理本科生媒介素養(yǎng)教育內(nèi)涵。 2.了解我國(guó)護(hù)理本科生媒介素養(yǎng)現(xiàn)狀和對(duì)媒介素養(yǎng)教育的需求情況。 3.構(gòu)建我國(guó)護(hù)理本科生的媒介素養(yǎng)構(gòu)成要素的理論模型以及媒介素養(yǎng)課程設(shè)置內(nèi)容。 4.構(gòu)建適合我國(guó)護(hù)理本科生的媒介素養(yǎng)教學(xué)模式。 方法 1.綜合運(yùn)用文獻(xiàn)分析法,界定我國(guó)護(hù)理本科生媒介素養(yǎng)概念及媒介素養(yǎng)教育內(nèi)涵。 2.自行設(shè)計(jì)護(hù)理本科生媒介素養(yǎng)調(diào)查問(wèn)卷,調(diào)查了解我國(guó)護(hù)理本科生媒介素養(yǎng)現(xiàn)狀。 3.采用Delphi法構(gòu)建我國(guó)護(hù)理本科生媒介素養(yǎng)構(gòu)成要素的理論模型及媒介素養(yǎng)課程設(shè)置的內(nèi)容。 4.以夏惠賢教授歸納出的教學(xué)模式六要素為理論框架,構(gòu)建護(hù)理本科生媒介素養(yǎng)教學(xué)模式。 結(jié)果 1.護(hù)理本科生手機(jī)擁有率為98.3%；接觸媒介的主要?jiǎng)訖C(jī)是與外界交流、溝通(73.7%)；比較關(guān)注娛樂(lè)類(77.7%)及社會(huì)生活類(71.3%)媒介信息；獲取信息的主要途徑是網(wǎng)絡(luò)(91.4%)。 2.護(hù)理本科生在面對(duì)網(wǎng)絡(luò)爆炸性新聞時(shí),只有49.4%的學(xué)生會(huì)尋求方法去印證消息；面對(duì)網(wǎng)絡(luò)抄襲時(shí),46.4%的學(xué)生認(rèn)為這種行為不道德,但大家都這樣做,法不責(zé)眾。 3.護(hù)理本科生中有93.8%的學(xué)生認(rèn)為有必要開展護(hù)理本科生媒介素養(yǎng)課程。82.3%的學(xué)生愿意接受護(hù)理本科生媒介素養(yǎng)課程的培訓(xùn)。 4.三輪專家咨詢分別均發(fā)放25份咨詢卷,回收率及有效率均為100%；專家的平均權(quán)威系數(shù)為0.723；媒介素養(yǎng)課程設(shè)置內(nèi)容問(wèn)卷的大部分條目賦值均數(shù)均在4分以上,媒介素養(yǎng)構(gòu)成要素問(wèn)卷的大部分條目賦值均數(shù)均在3分以上；3輪問(wèn)卷中各條目的變異系數(shù)均低于0.25,Kendall's W系數(shù)經(jīng)檢驗(yàn)后均有顯著性,P值小于0.05。 5.護(hù)理本科生媒介素養(yǎng)構(gòu)成要素,包括“4個(gè)模塊，，12個(gè)核心要素”及媒介素養(yǎng)課程設(shè)置的內(nèi)容,包括“5個(gè)部分,16節(jié)”。 結(jié)論 1.護(hù)理本科生目前只關(guān)注到了媒介的娛樂(lè)功能；已經(jīng)具備一定的媒介信息解讀和批判能力,但對(duì)媒介信息的分析還缺乏正確的方法和途徑。 2.護(hù)理本科生對(duì)媒介素養(yǎng)教育需求高,急需一套針對(duì)護(hù)理專業(yè)學(xué)生的媒介素養(yǎng)教學(xué)模式。 3.三輪專家咨詢問(wèn)卷有效回收率高,專家的權(quán)威程度可接受,專家意見(jiàn)較集中并具有一定協(xié)調(diào)性,保證了結(jié)果的可靠性。 4.初步構(gòu)建護(hù)理本科生媒介素養(yǎng)構(gòu)成要素的理論模型及媒介素養(yǎng)課程設(shè)置的內(nèi)容。
[Abstract]:Objective 1. The concept of media literacy of nursing undergraduates and the connotation of media literacy education of nursing undergraduates were defined. 2. To understand the present situation of media literacy and the demand for media literacy education for nursing undergraduates in China. 3. To construct the theoretical model of media literacy elements and the content of media literacy curriculum for nursing undergraduates in China. 4. To construct the media literacy teaching mode suitable for nursing undergraduates in our country. Method 1. By using the method of literature analysis, the concept of media literacy and the connotation of media literacy education of nursing undergraduates in China were defined. 2. A questionnaire on media literacy of nursing undergraduates was designed to investigate the present situation of media literacy of nursing undergraduates in China. 3. The theoretical model of media literacy components and the content of media literacy curriculum for nursing undergraduates in China were constructed by Delphi method. 4. Based on the six elements of teaching mode summarized by Professor Xia Huixian, the media literacy teaching mode of nursing undergraduates was constructed. Result 1. The mobile phone ownership rate of nursing undergraduates was 98.3%, the main motivation of contact with the media was to communicate with the outside world (73.7%), and to pay more attention to the media information of entertainment (77.7%) and social life (71.3%). The main way to obtain information is the network (91.4%). 2. In the face of explosive news on the Internet, only 49.4% of nursing undergraduates will find a way to confirm the news. In the face of online plagiarism, 46.4% of the students think this behavior is immoral, but everyone is not responsible for doing so. 3. 93.8% of the nursing undergraduates thought it necessary to carry out the media literacy course for nursing undergraduates. 82.3% of the students were willing to receive the training of the media literacy course of nursing undergraduates. 4. 25 consultation papers were issued in all three rounds of expert consultation, the recovery rate and effective rate were 100%, the average authority coefficient of experts was 0.723, and the average authority coefficient of experts was 0.723. The average number of most items assigned to the content questionnaire of media literacy curriculum is more than 4 points, and the average number of most items assigned to the questionnaire of media literacy elements is more than 3 points. The coefficient of variation of each item in the three rounds of questionnaire was lower than 0.25, and the coefficient of Kendall 鈮

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