通过在线团队学习加强学术参与:护理教育的纵向研究
1Department of Nursing, Honam University, 17 Eodeung-daero, Gwangsan-gu, Gwangju, 62399, Republic of Korea.
BMC nursing
|October 22, 2025
概括
在线团队学习 (TBL) 与传统方法相比,在八周后显著提高了护理学生的学术自我效能,沉浸力和兴趣. 数字平台增强了在医疗保健教育中的合作和参与.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 数字学习数字学习
背景情况:
- 在线学习环境需要创新的教育方法.
- 基于团队的学习 (TBL) 显示出参与的潜力,但其在线有效性尚未得到充分探索,特别是在急诊护理中.
- 这项研究评估了在线TBL对护理学生学术自我效能,沉浸和兴趣的影响.
研究的目的:
- 评估在线团队学习 (TBL) 对护理学生的长期影响.
- 为了比较在线TBL和传统TBL之间的学术自我效能,学习沉浸和学习兴趣.
- 确定数字平台在护理教育中的有效性.
主要方法:
- 91名护理学生被随机分配到在线TBL组 (n=46) 或传统纸质TBL组 (n=45).
- 数据是在基线,4周和8周使用验证的问卷收集的.
- 重复测量 ANOVA 用于分析随时间变化的变化.
主要成果:
- 在基线或4周内没有发现显著差异.
- 在8周后,在线TBL组表现出明显更高的学术自我效能,学习沉浸力和学习兴趣.
- 这些结果表明,数字TBL的好处在很长一段时间内变得明显.
结论:
- 在线TBL是提高护理学生学术自我效能,参与度和动机的有效方法.
- 数字平台促进了实时协作,而不考虑地理限制.
- 未来的医疗保健教育策略应该在数字TBL框架内整合同行互动和支架任务.
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