在老年人健康教育中检查翻转课堂和基于项目的学习整合:混合方法研究
Fu-Chi Yang1,2, Hsiao-Mei Chen3,4
1Department of Healthcare Industry Technology Development and Management, College of Management, National Chin-Yi University of Technology, Taichung 411030, Taiwan.
Nursing reports (Pavia, Italy)
|August 27, 2025
概括
整合翻转课堂,基于项目的学习 (PBL) 和临床实习显著提高了健康学生的意愿,团队合作和老年人护理的学习成果. 这种创新方法提高了老年护理能力.
科学领域:
- 老年人的健康教育
- 跨学科医疗保健培训
- 卫生科学中的教学
背景情况:
- 人口老龄化的加快需要更多的熟练的老年人护理专业人员.
- 传统的教学方法不足以培养学生对老年人的服务和团队合作的意愿.
- 现有的教育策略需要加强,以满足日益增长的老年护理需求.
研究的目的:
- 评估在老年保健实习课程中整合翻转课堂,基于项目的学习 (PBL) 和临床实习的影响.
- 评估这种综合教学方法对学生服务老年人的意愿,团队合作和学习成果的影响.
- 确定创新教学策略在为未来的医疗保健专业人员准备老年护理方面的有效性.
主要方法:
- 在18周的老年医疗实习课程中,对88名跨学科的大学生进行了混合方法设计.
- 课程包括翻转课堂,基于项目的学习 (PBL) 和实践临床实践活动.
- 通过结构化问卷收集数据,并使用配对的t测试进行分析,并补充了定性反.
主要成果:
- 在学生服务老年人的意愿 (68.93至73.15) 和团队合作能力 (67.33至71.45) 中观察到显著的改善 (p=0.001).
- 学习成果显著增加 (89.84至102.14) (p=0.001).
- 定性数据表明,在现实老年护理环境中,同理心增强,团队合作更好,知识更好地应用.
结论:
- 综合性教学方法结合了翻转课堂,PBL和临床实践,有效地提高了学生对老年人护理的能力.
- 这种教学模式成功地提高了老年医疗专业人员的关键素质.
- 建议进行进一步的研究,以探索这种教育策略的长期和跨文化影响.
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