逃避室和讲故事方法在学习应激反应方面的比较:一项随机对照试点研究
Nilgun Dogu1, Handan Boztepe2, Cansu Akdag Topal3
1Midwifery Department, Faculty of Health Sciences Ankara Medipol University, Ankara, Turkey.
Nurse education in practice
|December 10, 2024
概括
与讲故事相比,逃生室方法显著提高了护理学生对应激反应的知识. 这些创新的教学策略提高了学生对护理教育的参与度和满意度.
科学领域:
- 护理教育 护理教育
- 教学创新 在教学创新.
- 压力反应应激反应
背景情况:
- 传统的教学方法正在被现代学习者的创新方法所取代.
- 避难室和讲故事是推的创新教学技术.
- 这些方法促进了积极的学习和参与.
研究的目的:
- 为了比较逃生室和讲故事方法在教导护理学生应激反应方面的有效性.
- 评估这些创新方法对学生学习成果的影响.
主要方法:
- 一个随机对照试验,涉及35名本科护理学生.
- 学生被分为两组:一组通过逃生室接受培训,另一组通过讲故事.
- 进行了干预后的知识评估和焦点小组采访.
主要成果:
- 逃脱室小组的干预后知识得分明显高于讲故事小组 (p < 0.05).
- 这两种方法都促进了积极参与,提高了学生的动力.
- 定性数据表明,学生对这两种创新方法的满意度都增加了.
结论:
- 与讲故事相比,逃生室方法在提高护理学生对应激反应的理解方面表现出卓越的有效性.
- 逃生室和讲故事等创新方法是满足教育需求和提高护理课程满意度的宝贵工具.
- 积极的学生参与和动机是护理教育中有效学习的关键驱动力.
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