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设计,实施和评估一个混合 (面对面和虚拟) 临床能力考试的最后一年护理学生的设计,实施和评估
Rita Mojtahedzadeh1, Tahereh Toulabi2,3, Aeen Mohammadi1
1Department of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
对护理能力考试的混合方法有效地解决了毕业挑战. 这种结合了面对面和虚拟元素的方法,在焦虑水平上被证明是可比的,并为传统评估提供了可行的替代方案.
科学领域:
- 护理教育 护理教育
- 临床能力评估临床能力评估
- 教育技术的教育技术
背景情况:
- 现有的临床能力测试评估方法的结果各不相同.
- 需要有效的评估策略,特别是在具有挑战性的情况下.
- 本研究涉及对护理学生最后一年的临床能力评估.
研究的目的:
- 设计,实施和评估混合 (面对面和虚拟) 能力考试.
- 评估虚拟对面临临床能力评估的适用性.
- 用不同的评估方式来评估学生和教师的焦虑和满意度.
主要方法:
- 在两个学期内,使用教育行动研究进行了一项干预研究.
- 84名护理学最后一年的学生和13名教职员工参加了这次活动.
- 使用斯皮尔伯格焦虑清单测量焦虑;通过问卷评估接受度和满意度.
主要成果:
- 虚拟临床能力考试不足以评估临床技能.
- 采用混合方法,在面对面和虚拟组件之间的学生焦虑没有显著差异.
- 在面对面的部分,学生满意度最高,而教师满意度在不同模式之间没有显著差异.
结论:
- 一种用于评估护理学生临床能力的混合方法有效地解决了毕业问题.
- 建议采用混合方法,而不是在流行病期间进行传统或完全虚拟的检查,或者根据资源的可用性.
- 未来的研究应该探索患者模拟,虚拟现实和增强的虚拟教学策略,以提高接受度.
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