混合自主学习对护理学生的影响:准实验方法
Subhashini N Govindan1, Harvinder K D Singh2, Lee W Ling3
1Department of Nursing, Faculty of Medicine, Royal College of Medicine Perak, Universiti Kuala Lumpur, Ipoh, Perak, Malaysia.
Journal of education and health promotion
|September 20, 2023
概括
混合学习显著改善了护理学生的自主学习准备,特别是在自我管理和自我控制方面. 这种方法提高了高等教育中对独立学习的准备.
科学领域:
- 教育技术的教育技术
- 护理教育 护理教育
- 高等教育教学的教学.
背景情况:
- 全球高等教育机构正在创新,创造个性化的学习环境.
- 这种转变需要对不同的学生群体评估新的教学方法.
- 该研究的重点是混合学习在护理教育中的有效性.
研究的目的:
- 评估混合学习方法对护理学生自主学习准备的有效性.
- 为了比较接受传统面对面指导的护理学生和使用电子书混合方法的护理学生之间的自我指导的学习准备.
主要方法:
- 采用了一种准实验性的,非等效的对照组测试后设计.
- 两组一年级护理学生参加了"解剖学和生理学"课程 (n=24对照,n=30干预).
- 干预组使用了信息技术和规定的活动的在线电子书,而对照组接受了面对面的指导. 用一个经过验证的工具来衡量自主学习准备.
主要成果:
- 干预组的自我指导学习准备总体得分明显高 (P=0.019).
- 在自我管理 (P=0.018) 和自我控制 (P=0.028) 分量表中观察到显著的改善.
- "学习愿望"分级在两组之间没有显著差异 (P=0.166).
结论:
- 在护理解剖学和生理学课程中将混合学习与电子书相结合,提高了学生对自主学习的准备.
- 混合学习策略对护理学生的自我管理和自我控制能力产生了积极的影响.
- 这种方法支持在高等教育中培养独立学习的基本技能.
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