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Updated: May 26, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
在护理教育中基于教育技术的形成性评估和教学能力
Sujin Shin1, Eunmin Hong, Miji Lee
1Author's Affiliation: College of Nursing, Ewha Womans University, Seodaemun-gu, Seoul, Republic of Korea (Drs Shin, Hong and Miji Lee, and Ms Minjae Lee) and Department of Nursing, Wonkwang University, Iksan, Republic of Korea (Dr Hong).
基于教育技术的形成性评估 (EFA) 在护理教育中提供了好处,但面临着时间和数字素养等障碍. 培训对于提高护士教育工作者的技术教学内容知识 (TPACK) 和提高教学质量至关重要.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 数字学习数字学习
背景情况:
- 教育与技术 (Edutech) 的整合在现代教育中越来越重要.
- Edutech增强了学习体验和评估方法.
研究的目的:
- 探索护理教育中形成性评估的现状.
- 确定影响护士教育者技术教学内容知识 (TPACK) 能力的因素.
主要方法:
- 在韩国进行了一项在线调查,对216名新手护士教育师进行了调查.
- 参与者教学经验不到5年.
主要成果:
- 27.3%的参与者使用了基于Edutech的形成性评估 (EFA).
- EFA的好处包括立即反和可访问性,但障碍包括时间不足,技术问题和数字素养低.
- 研究生护理教育,EFA经验和年龄与更高的TPACK能力有关.
结论:
- 在护理教育中实施Edutech可以改善评估过程.
- 全面的技术培训和支持对于提高数字素养和TPACK至关重要.
- 需要量身定制的教育策略来解决各种技术能力和提高教学质量.
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