混合教育序列对临床判断发展的学习成果的影响 在准备发展阶段的护理学生中
Ayako Nishimura1, Yuma Ota1, Yasuyo Kasahara1
1Faculty of Healthcare, Division of Nursing, Tokyo Healthcare University, Tokyo, Japan.
JMA journal
|November 12, 2025
概括
混合类组件的顺序,无论是模拟还是讲座,都没有影响护理学生的临床判断发展或学习成果. 这一发现表明,在结构化混合护理教育方面存在灵活性.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 临床判断 临床判断
背景情况:
- 临床判断对于护理实践至关重要.
- 混合学习模式在护理教育中提供了灵活性.
- 混合学习组件用于临床判断开发的最佳顺序尚不清楚.
研究的目的:
- 调查混合类序对护理学生临床判断发展的影响.
- 为了比较不同模拟和讲座组件的不同序列之间的学习成果.
主要方法:
- 一个准随机的受控试验,涉及85名护理学生.
- 混合类与模拟 (糖尿病护理) 和按需讲座 (血糖调节).
- 日本版的拉萨特临床判断表 (LCJR) 评估了临床判断.
主要成果:
- 两组之间没有观察到显著的基线差异.
- 混合类组件的顺序没有影响LCJR分数或学习目标的实现.
- 在课后评估中没有发现统计学上显著的差异.
结论:
- 在混合格式的模拟和讲座的顺序不会影响护理学生的临床判断发展.
- 结果表明在设计混合护理课程时可以灵活使用.
- 进一步的研究可能会探索其他教学方法.
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