完成混合职场暴力教育计划的医疗保健工作者的定性学习经验
Gordon Lee Gillespie1, Sharon Lee Farra2, Donna M Gates1
1College of Nursing, University of Cincinnati, P.O. Box 210038, Cincinnati, OH 45221-0038.
概括
混合教育增强学习,但课堂组件可能会比在线模块更多地提高知识保留. 了解学习者偏好是优化混合教育计划设计和最大化成果的关键.
科学领域:
- 医学教育 医学教育
- 工作场所安全培训工作场所安全培训
背景情况:
- 结合在线和面对面学习的混合教育模式提高了教育成果.
- 学习者在课程交付中的偏好对于设计有效的未来课程至关重要.
- 评估混合课程交付对于最大限度地提高学习成果至关重要.
研究的目的:
- 描述混合教育计划的交付如何影响学习成果.
- 探索学习者在混合工作场所暴力教育计划中的经验.
主要方法:
- 使用焦点小组进行的定性描述性研究,其中包括来自两个急救部门的17名参与者.
- 持续对字面转录的音频录制焦点小组会议进行比较分析.
- 参与者完成了混合工作场所暴力教育计划的方便抽样.
主要成果:
- 出现了三个主题:"干预的实施" (学习机会,环境,统一的培训需求).
- "干预的经验" (学习条件,跨学科学习,参与,内容现实主义).
- "演讲的翻译" (内容的可转移性和保留).
结论:
- 与在线学习相比,在课堂环境中积极学习被认为可以提高知识的获得和保留.
- 在开发在线或混合教育内容时,必须考虑学习者的风格和需求.
- 根据学习者的偏好定制教育内容可以优化混合方案的有效性.
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