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让我们玩和学习:教育逃生室,以提高本科护理学生的心理健康知识
Marta Arrue1, Nerea Suárez1, Maider Ugartemendia-Yerobi1
1Faculty of Medicine and Nursing of the University of the Basque Country (UPV/EHU), 20014 Donostia/San Sebastian, Spain.
Nurse education today
|October 17, 2024
概括
教育逃生室提高护理学生的知识和参与度. 虽然在学习方面是有效的,但在逃生室中的高动机与声明性知识获取有负相关性.
科学领域:
- 护理教育 护理教育
- 高等教育中的游戏化
- 创新的教学方法 创新的教学方法
背景情况:
- 创新的教学方法在高等教育中至关重要.
- 游戏化,特别是教育逃生室,正在获得突出地位.
研究的目的:
- 描述现场的教育逃生室,并评估学生的动力和满意度.
- 为了比较教育逃生室和基于案例的学习之间的宣言知识和焦虑水平.
主要方法:
- 108名护理学生分为实验 (逃生室) 和控制 (基于案例的学习) 组.
- 测量了焦虑 (STAI),声明性知识,动机 (GAMEX) 和满意度.
- 曼·惠特尼U测试用于探索群体差异.
主要成果:
- 逃生室小组比对照组获得了更高的申报知识.
- 逃生室的参与者报告说,他们有很高的动力和满意度.
- 在逃生室组中,动机与声明知识有负相关性.
结论:
- 现场教育逃生室是一种创新的方法,用于在护理中教授心理健康概念.
- 需要进一步的研究来比较现场与虚拟逃生室和其他教学策略.
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