游戏化作为理解护理学生心理障碍的工具:定性研究
Pablo Del Pozo-Herce1, Alberto Tovar-Reinoso1, Eva García Carpintero-Blas1
1Research Group on Innovation in Health Care and Nursing Education (INcUidE), UNIE University, Madrid, Spain.
JMIR nursing
|June 20, 2025
概括
互动卡片增强护理学生对精神障碍的理解,减少耻辱和提高参与度. 这种游戏化方法促进了对更好的心理健康护理专业人员的同情心和临床洞察力.
科学领域:
- 护理教育 护理教育
- 心理学 心理学 心理学
- 教育技术的教育技术
背景情况:
- 游戏化是一种创新的教学策略,利用游戏元素来提高学生的动力和参与度.
- 越来越多地探索互动工具,以加强高等教育的教学过程.
研究的目的:
- 用互动卡片作为游戏化工具描述护理学生对精神障碍的看法.
- 评估游戏化对在护理课程中学习心理健康的影响.
主要方法:
- 在西班牙马德里一所大学对50名一年级护理学生进行了定性研究.
- 通过重点小组和反思性叙述采用半结构化采访收集的数据.
- 对成绩单的专题分析遵循了报告定性研究的综合标准 (COREQ) 清单.
主要成果:
- 出现了三个关键主题:心理障碍的感知和耻辱,情感联系和个人反思,以及游戏化工具对学习的影响.
- 学生表现出增强的参与度和更深入地探索精神障碍的情感和社会方面.
- 游戏化有助于减少人们的耻辱感和增加个人反思.
结论:
- 游戏化,特别是交互式卡片,对于在护理教育中教导精神障碍有价值.
- 这种方法加深了临床理解,促进了情感反思,并减少了耻辱感.
- 整合游戏化增强了对心理健康护理专业人员至关重要的学术和人文能力.
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