对物理治疗学士学位学生分层护理的混合学习方法的评估
Mishael Adje1,2, Jost Steinhäuser3, Marjan Laekeman4
1Therapeutic Sciences, Department of Computer Science, Trier University of Applied Sciences, Trier, Germany. adjem@hochschule-trier.de.
这项研究表明,混合学习课程有效地减少了物理治疗学生的恐惧回避信念. 该培训改善了对分层护理的态度,促进了肌肉骨疾病的基于证据的实践.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 肌肉骨系统疾病 肌肉骨系统疾病
- 基于证据的实践.
背景情况:
- 层级化的护理模式对于管理肌肉骨疾病中的心理因素至关重要.
- 将分层护理纳入本科生理疗法培训可以促进基于证据的实践.
- 这项研究探讨了在分层照顾的混合学习课程后,学生的感知和恐惧回避信念的变化.
研究的目的:
- 评估混合学习课程对物理治疗学生分层护理的有效性.
- 评估参加课程的学生对恐惧回避信念的变化.
- 探索学生对分层护理及其临床应用的看法.
主要方法:
- 一种混合方法的方法,使用两个队伍的物理治疗学生.
- 混合学习课程,结合科学原则和分层护理的临床应用 (KERN的6步方法).
- 数据收集包括考试成绩,自我反射测试,物理治疗师坦帕运动恐惧症量表 (TSK-PT) 前后成绩和研讨会讨论.
主要成果:
- 考试成绩与训练时间和自我反思成绩相关.
- 参与者发现学习资源是有吸引力的,最新的和有用的.
- 恐惧回避得分 (TSK-PT) 从53.5降至40.1 (影响大小) 的显著降低.
- 课程前的TSK-PT分数和学生兴趣预测的课程后分数.
- 定性分析揭示了实践成熟度,实施策略和未来前景的主题.
结论:
- 高参与度,有效的培训策略和学生兴趣是学习成果的关键.
- 混合学习课程成功地减少了运动恐惧症,并积极影响了学生对分层护理的态度.
- 该课程有可能转化为长期的临床实践,增强肌肉骨疾病的患者护理.
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