电子学习与协作学习和基于讲座的教学方法混合的电子学习对本科护理学生学术自我效率的影响的比较:一项准实验性研究
Masumeh Hemmati Malsakpak1, Sima Pourteimour1,2
1Nursing Department, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran.
Journal of advances in medical education & professionalism
|April 25, 2024
概括
结合电子和协作方法的混合学习显著提高了护理学生的学术自我效能. 这种方法加强了合作和技术支持,特别有利于女学生.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术.
- 高等教育 高等教育
背景情况:
- 混合学习 (BL) 将新技术整合到教学中,对医疗保健的自我有效性至关重要.
- 虽然新的教育方法正在增加,但电子学习 (EL),协作学习 (CL) 和基于讲座的教学 (LBT) 对护理学生学术自我效能的影响仍未得到充分研究.
研究的目的:
- 评估EL与LBT相结合的EL与CL相结合的EL对本科护理学生学术自我效能的影响.
主要方法:
- 一项涉及乌尔米亚医学科学大学70名本科护理学生的准实验性研究.
- 参与者被分为两组:EL+LBT和EL+CL,使用学习管理系统 (LMS).
- 通过人口统计表格和学院学术自我效率量表 (CASES) 收集的数据,使用描述性统计,奇方位,独立样本t测试和ANCOVA进行分析.
主要成果:
- 在EL+LBT和EL+CL组之间的CASES分数没有显著的干预前差异.
- 通过CL+EL方法,从测试前到测试后的CASES分数增长最为显著 (P=0.019).
- 在CL+EL组的女学生在CASES分数中表现得明显更好,比男性更好 (P=0.011).
结论:
- 混合电子和协作学习显著提高了本科护理学生的学术自我效能.
- 这种混合方法促进了合作,提供了必要的教育资源,并改善了技术支持.
- 这些发现强调了在护士教育的电子学习环境中整合协作元素的有效性.
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