虚拟主动学习以最大限度地获得护理学生的知识:一项比较研究
Guillermo Moreno1,2, Alfonso Meneses-Monroy1, Samir Mohamedi-Abdelkader1
1Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad Complutense de Madrid, 28040 Madrid, Spain.
Nursing reports (Pavia, Italy)
|January 22, 2024
概括
虚拟主动学习对护理学生来说和面对面的方法一样有效. 这项研究将有效学习策略 (ELS) 与心理教育的虚拟和面对面环境进行了比较.
科学领域:
- 护理教育 护理教育
- 教育心理学教育心理学
- 数字学习数字学习
背景情况:
- 积极学习方法对于培养护理学生批判性思维至关重要.
- 传统的面对面教学可能不是获得知识的唯一有效方法.
研究的目的:
- 为了比较积极的虚拟学习与积极的面对面学习对护理学生的有效性.
- 确定虚拟教学方法是否会影响心理学课程中的知识获取和保留.
主要方法:
- 一项涉及两组护理学生的比较研究:一个面对面,一个虚拟.
- 虚拟小组使用了有效学习策略 (ELS),包括视频研讨会和交互工具.
- 干预前和后进行了知识测试,并进行了保留的后续检查.
主要成果:
- 在虚拟和面对面组之间的知识测试成绩或最终成绩中没有发现显著差异.
- 研究习惯和社会支持与更好的干预后得分有积极的相关性.
- 数字安全素养与最终成绩的反向关联.
结论:
- 有效学习策略 (ELS) 虚拟模型与面对面的积极学习对心理学同样有效.
- 虚拟主动学习为护理教育提供了一个可行的替代方案.
- 进一步的研究可能会探索影响不同学习模式结果的特定因素.
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