【摘要】：目的 1.界定護理本科生媒介素養(yǎng)概念及護理本科生媒介素養(yǎng)教育內涵。 2.了解我國護理本科生媒介素養(yǎng)現狀和對媒介素養(yǎng)教育的需求情況。 3.構建我國護理本科生的媒介素養(yǎng)構成要素的理論模型以及媒介素養(yǎng)課程設置內容。 4.構建適合我國護理本科生的媒介素養(yǎng)教學模式。 方法 1.綜合運用文獻分析法,界定我國護理本科生媒介素養(yǎng)概念及媒介素養(yǎng)教育內涵。 2.自行設計護理本科生媒介素養(yǎng)調查問卷,調查了解我國護理本科生媒介素養(yǎng)現狀。 3.采用Delphi法構建我國護理本科生媒介素養(yǎng)構成要素的理論模型及媒介素養(yǎng)課程設置的內容。 4.以夏惠賢教授歸納出的教學模式六要素為理論框架,構建護理本科生媒介素養(yǎng)教學模式。 結果 1.護理本科生手機擁有率為98.3%；接觸媒介的主要動機是與外界交流、溝通(73.7%)；比較關注娛樂類(77.7%)及社會生活類(71.3%)媒介信息；獲取信息的主要途徑是網絡(91.4%)。 2.護理本科生在面對網絡爆炸性新聞時,只有49.4%的學生會尋求方法去印證消息；面對網絡抄襲時,46.4%的學生認為這種行為不道德,但大家都這樣做,法不責眾。 3.護理本科生中有93.8%的學生認為有必要開展護理本科生媒介素養(yǎng)課程。82.3%的學生愿意接受護理本科生媒介素養(yǎng)課程的培訓。 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%；專家的平均權威系數為0.723；媒介素養(yǎng)課程設置內容問卷的大部分條目賦值均數均在4分以上,媒介素養(yǎng)構成要素問卷的大部分條目賦值均數均在3分以上；3輪問卷中各條目的變異系數均低于0.25,Kendall's W系數經檢驗后均有顯著性,P值小于0.05。 5.護理本科生媒介素養(yǎng)構成要素,包括“4個模塊，，12個核心要素”及媒介素養(yǎng)課程設置的內容,包括“5個部分,16節(jié)”。 結論 1.護理本科生目前只關注到了媒介的娛樂功能；已經具備一定的媒介信息解讀和批判能力,但對媒介信息的分析還缺乏正確的方法和途徑。 2.護理本科生對媒介素養(yǎng)教育需求高,急需一套針對護理專業(yè)學生的媒介素養(yǎng)教學模式。 3.三輪專家咨詢問卷有效回收率高,專家的權威程度可接受,專家意見較集中并具有一定協(xié)調性,保證了結果的可靠性。 4.初步構建護理本科生媒介素養(yǎng)構成要素的理論模型及媒介素養(yǎng)課程設置的內容。
[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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