一个合作学习干预改进一个基于模拟的儿科护理课程:一个准实验性研究
Bao-Huan Yang1, Chia-Ying Chung2, Yuh-Shiow Li3
1School of Nursing, Chang Gung University of Science and Technology, No. 261, Wenhua 1st Road, Guishan District, Taoyuan 33303, Taiwan; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, No.5, Fuxing St., Guishan Dist., Taoyua 33303, Taiwan.
Nurse education in practice
|October 2, 2024
概括
一个合作学习干预显著提高了儿科护理知识和解决问题的信心在基于模拟的课程的护理学生. 这种方法提高了学习成果,可以很容易地被护士教育者整合.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 合作学习合作学习
背景情况:
- 合作学习可以提高学生的参与度和学习成果.
- 基于模拟的课程对于护理学生在实践经验有限时练习技能至关重要.
- 将合作学习纳入这些课程可以提高学生的整体成绩.
研究的目的:
- 评估合作学习干预措施对基于模拟的儿科护理课程结果的影响.
- 评估解决问题的态度,合作学习经验和儿科护理知识的改进.
主要方法:
- 一项具有测试前/测试后设计的准实验性研究,涉及110名第三年护理学生.
- 一组接受了合作学习计划,而对照组接受了标准指令.
- 配对的t测试和ANCOVA被用来比较组之间的测试前和测试后的分数.
主要成果:
- 与对照组 (83.61) 相比,干预组的学生获得了明显更高的最终考试成绩 (85.26).
- 两组之间在整体问题解决态度或合作学习经验得分方面没有发现显著差异.
- 在干预组中,在解决问题的子尺度和合作学习子尺度之间观察到特定的相关性.
结论:
- 合作学习干预导致了儿童护理知识的增强和提高护理学生解决问题的信心.
- 这项干预有效地促进了基于模拟的学习,并提高了学生解决问题的信心.
- 护士教育工作者可以很容易地在儿科护理课程中实施这种干预措施,以加强学生的解决问题的技能.
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