混合学习提高护理学生对管理精神病护理问题的信心
1About the Author Miao-Chuan Chen, PhD, RN, is an associate professor, Department of Nursing, Chang Gung University of Science and Technology, and an associate researcher, Division of Nursing, Chang Gung Memorial Hospital, Taoyuan, Taiwan. This research was supported by the Taiwan Ministry of Education (PMN1080201). The author is grateful to the interviewees for the study. For more information, contact Dr. Chen at mcchen@mail.cgust.edu.tw .
这项研究表明,混合学习显著提高了护理学生的成绩.
科学领域:
- 护理教育 护理教育
- 精神病护理管理 精神病护理管理
- 混合学习模式的学习模式.
背景情况:
- 护理学生需要在管理精神病治疗问题时增强信心.
- 传统的教学方法可能不能完全为学生提供复杂的精神病情景.
研究的目的:
- 评估混合学习模式在提高护理学生信心方面的有效性.
- 评估混合学习对特定精神病护理管理技能的影响.
主要方法:
- 采用了测试前后测试设计.
- 94名第三年护理学生参与了这项研究.
- 一个实验小组接受了混合学习干预,包括视听材料.
主要成果:
- 学生在管理问题行为方面的自信在干预后显著改善.
- 实验组在区分妄想和干扰方面显著改善.
- 增强的技能包括管理行为障碍,同情沟通和强制执行约束.
结论:
- 混合学习模式有效地提高了护理学生对精神病治疗的信心.
- 混合学习干预措施中的视听材料产生了显著的积极结果.
- 这项研究支持混合学习的整合,以提高精神病学护理能力.
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