一个集成的自我调节的学习和翻转的课堂方法教护理技能,以本科护理学生:一个随机对照研究
Ting-Yu Chen1, Chang-Chiao Hung1
1Department of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan.
Nurse education in practice
|July 4, 2025
概括
与翻转课堂方法相结合的自我调节学习,与传统方法相比,显著提高了护理学生的技能,自我效能和自我调节学习.
科学领域:
- 护理教育 护理教育
- 教学教育学 在教学上
- 学习科学 学习科学
背景情况:
- 传统的护理教育依赖于被动的讲座.
- 翻转的课堂模式促进了护理技能的积极学习.
- 自主调节的学习增强了为积极的课堂参与做好准备.
研究的目的:
- 评估自主调节的学习活动与翻转课堂相结合是否能提高护理技能的表现.
- 评估这种综合方法对自我效能和自我调节学习的影响.
主要方法:
- 一个随机的平行组设计,涉及100名护理学生.
- 干预组:自我调节的学习与翻转的教室 (n=50).
- 控制组:传统的课堂教学 (n=50).
- 概括估计方程分析了16周的自我效能,自我调节学习和护理技能的变化.
主要成果:
- 干预组的自我疗效显著增加 (β = 6.10,p = 0.04).
- 在干预组中,观察到自我调节学习 (β = 11.74,p<0.01) 和护理技能表现 (β = 11.92,p<0.001) 的显著改善.
- 群体之间没有显著的社会人口统计差异.
结论:
- 将自我调节学习与翻转教室相结合,有效地提高了护理技能.
- 这种方法还提高了学生的自我效能和自我调节的学习能力.
- 这些发现支持在护理课程中采用这种教学策略.
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