在护理教育中基于PBL的在线离线混合教学:提高中国的自我调节学习和教学效率
Xiaoyan Feng1,2, Ying Zhou1,2, Bizhen Liao1,2
1Department of Obstetrics and Gynecology, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China.
Frontiers in medicine
|December 12, 2025
概括
这项研究发现,混合基于问题的学习 (PBL) 方法显著改善了护理学生的满意度和学习成果. 强烈的在线参与和足够的学习时间对学术成绩产生了积极的影响.
科学领域:
- 医学教育 医学教育
- 护理教育 护理教育
- 教学教育学 在教学上
背景情况:
- 传统的教学方法可能无法充分吸引学生或优化护理教育中的学习成果.
- 基于问题的学习 (PBL) 提供了一个积极的学习方法,但其与在线组件的整合需要评估.
- 自主调节学习 (SRL) 对于发展独立的医疗保健专业人员至关重要.
研究的目的:
- 评估学生对混合在线和离线基于问题的学习 (PBL) 教学方法的满意度.
- 评估这种混合PBL方法对护理学生学习成果的影响.
- 确定影响教学有效性和学生参与混合学习环境的因素.
主要方法:
- 对238名第三年本科护理学生进行了横截面调查.
- 一个混合学习模型结合了使用超级明星学习应用程序的在线自我调节学习 (SRL) 与专注于临床案例研究 (妊娠高血压障碍) 的离线小组活动.
- 数据分析包括描述性统计数据和对影响教学有效性的因素的调查.
主要成果:
- 与传统方法相比,高比例的学生 (79.82%) 对混合PBL方法表示更高的满意度.
- 超过95%的学生提供了积极的反,92.82%的学生达到或超过学习期望.
- 密集的在线信息收集和5小时以上的在线学习与实现学习期望有显著的相关性 (p < 0.05).
结论:
- 混合PBL方法提高了学生的满意度和学习成果在产科和妇科护理.
- 学生的参与度和课前准备时间是教学有效性和学习成果的关键预测因素.
- 实施以学生为中心,以PBL为导向的混合学习模式可以培养SRL技能,并满足各种学习需求.
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