在虚拟模拟学习体验中影响因素和学习结果:一个结构方程建模模型
Young Sook Roh1, Kie In Jang2, Elinda Ai Lim Lee3
1Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Republic of Korea.
Nurse education today
|March 18, 2025
概括
虚拟模拟增强护理教育,但学习过程和反思性思维是提高学生成绩的关键. 专注于这些因素可以优化虚拟模拟的有效性.
科学领域:
- 护理教育 护理教育
- 健康 职业 教育 教育 专业
- 基于模拟的学习
背景情况:
- 虚拟模拟为学生提供了显著的认知,精神运动和情感学习益处.
- 关于虚拟模拟学习结果与护士教育影响因素之间的因果关系的研究有限.
研究的目的:
- 研究虚拟模拟学习结果与学习过程,控制/主动学习,认知效益和反思思等因素之间的因果关系.
- 在虚拟学习环境中探索护理学生之间的这些关系.
主要方法:
- 一项涉及208名韩国护士学生的横截面研究设计.
- 利用自主管理的问卷来评估模拟忠实性,学习过程,控制/主动学习,认知益处,反思性思维和学习成果.
- 使用结构方程建模来分析假设模型.
主要成果:
- 模拟忠实度显著预测了学习过程,控制/主动学习,认知效益和反思性思维.
- 学习过程和反思性思维是整体学习成果的重要预测因素.
- 控制和主动学习,以及认知效益并没有显著预测学习结果.
结论:
- 护士教育者应优先考虑提高学习过程和反思性思维的教学策略.
- 这些策略对于改善护理学生在虚拟模拟体验中的学习成果至关重要.
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