学习成果的比较:以团队为基础的与基于问题的学习,在重症监护护理课程中使用高可靠性模拟 - - 混合方法设计课程
Hsiu-Fang Chen1, Lun-Hui Ho2, Hsiang-Chun Lee3
1Department of Nursing, Chang Gung University of Science and Technology, No. 261, Wenhua 1st Rd., Taoyuan City 33303, Taiwan, Republic of China; Department of Nursing, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsien St., Taoyuan City 33305, Taiwan, Republic of China.
Nurse education today
|May 8, 2025
概括
基于团队的学习 (TBL) 和基于问题的学习 (PBL) 与高保真模拟 (HFS) 在护理教育中进行了比较. TBL提高了知识分数,而PBL提高了模拟满意度和体验.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 教学教育学 在教学上
背景情况:
- 有限的研究存在于对比团队学习 (TBL) 和基于问题的学习 (PBL),当与模拟结合在护理教育.
- 这项研究解决了对这些教学方法的比较有效性数据的需求.
研究的目的:
- 在重症监护护理课程中,将TBL和PBL策略与高保真模拟 (HFS) 相结合的学习成果进行比较.
- 评估学生的表现和对不同教学方法的满意度.
主要方法:
- 采用混合方法设计,对173名高级学士学位护理学生进行了随机分配,分别分为TBL或PBL组.
- 两组都接受了包含HFS的教学.
- 通过使用验证的仪器评估学习成果,模拟满意度和信心.
主要成果:
- 与PBL组相比,TBL组在冲击知识方面的测试后得分明显高 (p=0.04).
- 与TBL组相比,PBL组对模拟体验 (SSES) 和应急准备学习 (EPSLES) 的满意度显著更高 (分别为p=0.04和p=0.01).
结论:
- 结合HFS,TBL和PBL都是重症监护护理教育中的有效教学策略.
- 在知识获取方面,TBL似乎更有效,而PBL则提高了与模拟相关的满意度和经验.
- 教师可以利用这些发现来根据所需的学习成果选择最佳的教学策略.
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