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护理基础课程中的逃生室:学生的意见,参与和游戏体验
Dragana Simin1, Aleksandra Plećaš Đurić1, Branimirka Aranđelović1
1Department of Nursing, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia.
Nursing reports (Pavia, Italy)
|September 26, 2025
概括
逃生室 (ERs) 通过促进参与和创造性思维,显著提高护理学生的学习. 这种积极学习策略可以提高对未来学习的乐趣和动机.
科学领域:
- 护理教育 护理教育
- 教育心理学教育心理学
- 积极学习策略 积极学习策略
背景情况:
- 创新的教学策略,如逃生室 (ERs) 越来越多地用于积极学习.
- 在技能获取和提高学生参与度方面,ER已经显示出潜力.
研究的目的:
- 评估护理学生对ER活动的看法.
- 评估学生的参与度和ERS期间的游戏体验.
- 分析参与和游戏体验如何影响对ER的看法.
主要方法:
- 一项量化,干预性,横截面研究与一年级护理学生进行.
- 逃生室活动是在教师课堂环境中实施的.
- 调查问卷评估了意见,参与度和游戏体验量表.
主要成果:
- 学生们对ER活动的结果发表了非常积极的意见.
- 学生们认为他们的认知,情感和身体参与度很高.
- 享受,沉浸和创造性思维解释了49%的学生意见差异.
结论:
- 逃生室有效地在一个课程中巩固各种知识.
- 课程促进高水平的学生参与和创造性思维.
- 该ER方法增强学习的乐趣,并激励进一步的学术追求.
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