同步在线学习对新生儿护士理论培训的影响:一项前性随机试验
Shaodan Qi1, Xiaojing Hu1, Ying Gu1
1Nursing, Children's Hospital of Fudan University, Shanghai, CHN.
Cureus
|February 4, 2025
概括
与传统方法相比,同步在线学习显著改善了新儿科护士的理论培训和学术自我效能. 这种结构化的方法提高了信心和知识的保留,以获得更好的患者护理.
科学领域:
- 护理教育 护理教育
- 在线学习技术在线学习技术
- 儿科护理 儿科护理
背景情况:
- 新毕业的护士需要有效的理论培训和强大的自我效能.
- 传统的面对面教学方法在某些情况下可能存在局限性.
- 在线学习模式的整合提供了一个潜在的替代方案或补充.
研究的目的:
- 评估同步在线学习对理论培训有效性的影响.
- 评估对新毕业的儿科护士学术自我效能的影响.
- 为了比较同步的在线学习与传统的面对面教学.
主要方法:
- 未来随机对照试验涉及45名新毕业的儿科护士.
- 实验组接受了同步的在线学习;对照组接受了传统的面对面教学.
- 理论评估成绩 (T2,T3,T4) 和学术自我有效性的比较分析.
主要成果:
- 在23名对照组和22名实验组参与者之间没有显著的基线差异.
- 实验组在训练后的一周 (T3) 和一个月 (T4) 显示出明显更好的表现 (p<0.001).
- 实验小组报告了学术自我有效性得分明显更高.
结论:
- 精心结构化和监控的同步在线学习提高了理论培训的有效性.
- 同步在线学习有效地提高了新毕业的护士的学术自我效能.
- 这种模式为儿科护士教育提供了一个有前途的方法.
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