结合微型学习和间隔学习的混合学习方法对护理学生临床能力的影响
Masoumeh Fuladvandi1, Masoomeh Abdi1, Elahe Sarlak2
1Department of Nursing, Aligoudarz School of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran.
Iranian journal of nursing and midwifery research
|November 28, 2025
概括
结合的微学习和间隔学习显著提高了护理学生的临床能力. 这种创新方法为提高护士教育中的实践技能提供了一个有希望的策略.
科学领域:
- 护理教育 护理教育
- 医疗培训 医学培训
- 临床技能发展 临床技能发展
背景情况:
- 护士教育优先考虑临床技能的获取.
- 评估新的教学方法对于提高学生能力至关重要.
- 传统的教学可能无法充分满足临床实践的动态需求.
研究的目的:
- 评估整合微学习和间隔学习策略的有效性.
- 确定这种综合方法对最后学期护理学生临床能力的影响.
- 为护理领域的创新教育干预提供证据.
主要方法:
- 一个准实验性设计被用在48名最后一个学期的护理学生身上.
- 干预组参加了为期3个月的微型学习和间隔学习计划 (视频,研讨会,文本,播客).
- 用标准化的卫生部表格测量临床能力,并进行统计分析.
主要成果:
- 对照组和干预组的人口特征相似 (P > 0.05).
- 与对照组 (16.64 ± 0.89) 相比,干预组的临床能力得分 (18.34 ± 0.96) 与对照组 (16.64 ± 0.89) 相比显著更高.
- 观察到的临床能力差异是统计学上显著的 (t(46) = 6.34,P < 0.001).
结论:
- 微学习和间隔学习的结合显著提高了护理学生的临床能力.
- 这些教学策略代表了护理教育的有效和创新的方法.
- 这些发现支持采用这种综合学习方法来增强实际护理技能.
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