在护理信息学课程中翻转课堂对护理学生的知识和准备水平的影响,系统可用性
Yasemin Demir Avcı1, Deniz Özel, Zeynep Özer
1Author Affiliations: Department of Public Health Nursing, Akdeniz University Faculty of Nursing (Dr Demir Avcı); Akdeniz University Statistical Consulting, Application and Research Center (Dr Özel); and Department of Internal Medicine Nursing, Akdeniz University Faculty of Nursing (Dr Özer), Antalya, Turkey.
Computers, informatics, nursing : CIN
|January 8, 2025
概括
翻转课堂方法显著增强了护理学生的表现.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
背景情况:
- 传统的以讲座为基础的教育可能无法完全让护理学生参与信息学课程.
- 翻转课堂模式提供了一个潜在的替代方案,以提高学生的参与和学习.
研究的目的:
- 评估翻转课堂教育对护理学生准备,课程知识和技术自我效能的影响.
- 评估翻转课堂模型在护理信息学环境中的可用性.
主要方法:
- 一项涉及84名护理学生的准实验性研究,将6周的传统教育与6周的翻转课堂教育进行比较.
- 利用系统可用性量表和翻转学习准备量表来收集数据.
主要成果:
- 翻转课堂的实施导致了学生技术自我效能和准备能力的提高.
- 学生报告说,在翻转的课堂上,他们对系统可用性和技术自我效率的满意度更高.
- 学生的参与度与准备成绩有积极的相关性,动机和家庭互联网接入影响了成绩.
结论:
- 翻转课堂模式有效地提高了护理学生的准备能力和信息学课程中的技术自主性.
- 这种教育方法增强了学生的参与度,可以利用它来改善临床环境中的技术采用.
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