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在纳米比亚的COVID-19大流行期间,护理学生的学习参与体验:对护理教育的影响
Nestor Tomas1, Takaedza Munangatire1, Sandrina Leila Haita1
1Department of General Nursing Science, School of Nursing and Public Health, Faculty of Health Sciences and Veterinary Medicine, University of Namibia (UNAM), Rundu, Namibia.
学生促进的参与对于护理学生在COVID-19大流行期间适应混合学习至关重要. 这项研究强调了教师和学生领导的参与对于在虚拟环境中取得积极的教育成果的重要性.
科学领域:
- 护理教育 护理教育
- 教育心理学教育心理学
- 流行病教育学
背景情况:
- 随着COVID-19的流行,人们不得不转向混合学习,这给学生在高等教育中的参与带来了独特的挑战.
- 在研究护理学生在混合学习环境中的参与方面存在差距,特别是在纳米比亚.
研究的目的:
- 探索和描述纳米比亚大学护理学生在COVID-19大流行期间的学习参与体验.
- 了解影响混合学习环境中的参与因素.
主要方法:
- 使用了一种定性,描述性,现象学方法.
- 数据是通过深入的,面对面的,半结构化的采访与10名故意选择的护理学生收集的.
- 在数据分析中采用了Colaizzi的七步方法.
主要成果:
- 学生参与体验被分为四个主题:条件/背景,教师和学生促进的参与,后果和学生倡议.
- 教师促进的参与和学生促进的参与对于积极的学习成果至关重要.
- 学生促进的参与在保持专注,遵守指南和适应混合环境方面发挥了关键作用.
结论:
- 尽管存在心理健康方面的挑战,但混合学习需要教师和学生领导的参与策略才能取得成功.
- 学生促进的参与使学生能够导航和适应新的学习模式.
- 结果为未来的研究和干预提供了宝贵的见解,以解决护理教育中混合学习挑战.
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