间隔电子学习对基本生命支持知识和护理学生满意度的影响:一项准实验性研究
Fataneh Ranjbar1, Hamid Sharif-Nia2,3, Maryam Shiri4,5
1Student Research Committee, Alborz University of Medical Sciences, Karaj, Iran.
BMC medical education
|May 15, 2024
概括
与大规模电子学习相比,用于基本生命支持 (BLS) 的间隔电子学习显著提高了护理学生的知识和保留率. 间隔训练组和集体训练组之间的满意度水平相似.
科学领域:
- 医学教育 医学教育
- 紧急医疗 紧急医疗
- 护理教育 护理教育
背景情况:
- 对护理学生来说,心肺复苏 (CPR) 培训至关重要.
- 间隔学习,涉及随时间推移的培训课程,促进长期的知识保留.
- 有效的基本生命支持 (BLS) 培训对于护理实践至关重要.
研究的目的:
- 评估BLS间隔电子学习对护理学生知识的影响.
- 评估护理学生对间隔电子学习BLS培训的满意度.
- 为了比较间隔的电子学习与大规模的电子学习,以获得和保留BLS知识.
主要方法:
- 一项涉及106名护理学生的准实验性研究.
- 干预组接受了间隔的电子学习BLS (3x1小时的课程).
- 对照组接受了大规模的电子学习BLS (1x3小时的课程).
- 通过即时,两周和一个月的间隔进行前测试和后测试来评估知识.
- 用SLS-OLE问卷进行测量的满意度.
主要成果:
- 间隔电子学习组在培训后立即,两周和一个月后显示出明显更高的测试后知识分数.
- 随着时间的推移,知识分数显著改善,与会话数,以及他们在间隔组的相互作用 (p < 0.001).
- 在间隔和集体电子学习小组之间,学生满意度没有显著差异.
结论:
- 间隔电子学习增强了护理学生的BLS知识获取和保留.
- 虽然这两种方法都提高了知识,但间隔学习对长期回忆更为优越.
- 教育策略应该考虑基础技能 (如BLS) 的间隔学习.
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