逃生室作为形成性知识评估:一个准实验性的研究研究
Chaewon Kim1, Fengfeng Ke2, Veronica Brewer3
1Anne Spencer Dave's College of Education, Health, and Human Sciences, Florida State University, United States of America.
Nurse education today
|January 19, 2025
概括
逃生室增强了护理学生的学习体验,但与传统方法相比,它们并没有显著改善知识的保留. 需要进一步的研究,以探索他们在护理教育中的全部潜力.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 医疗模拟 医疗模拟
背景情况:
- 逃生室在护理教育中提供沉浸式学习体验.
- 它们在形成性评估和知识保留中的作用需要进一步研究.
- 这项研究解决了了解逃生室对护理学生学习的影响的差距.
研究的目的:
- 探索逃生室作为形成性评估工具对一年级护理学生知识保留的影响.
- 评估护理学生对逃生室学习经验的看法.
主要方法:
- 在134名一年级护理学生身上使用了准实验性设计.
- 作为形成性评估,实施了四个主题逃生室.
- 通过测试前,测试后和记忆测试来测量知识保留;通过问卷和开放式问题收集学生的感知.
主要成果:
- 逃生室组的学生报告了更高水平的成就,指导,沉浸,玩和社交经验.
- 在逃生室和传统评估方法之间,在知识保留方面没有发现统计学上显著的差异.
- 学生的反表明了对娱乐,教育价值和合作的积极看法,以及后勤方面的考虑.
结论:
- 逃生室对护理学生对学习经验的看法产生了积极的影响.
- 逃跑室在知识保留方面的传统评估方法上没有显著的优势.
- 这些发现与基于问题的学习的文献一致,这表明进一步探索逃生室的教学价值是有必要的.
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