混合教育逃生室对本科护理学生护理过程知识的影响
Iñigo Lorenzo Ruiz1,2, Garazi Monasterio Gangoiti1, Itziar Hoyos Cillero1
1Faculty of Medicine and Nursing, Department of Nursing I, University of the Basque Country (UPV/EHU), Leioa, Bizkaia, Spain.
International journal of nursing education scholarship
|January 10, 2026
概括
与传统讲座相比,混合教育逃生室显著提高了护理学生的声明知识. 学生们报告了游戏化干预的积极参与和学习经验.
科学领域:
- 教育技术的教育技术
- 护理教育 护理教育
- 在学习中的游戏化.
背景情况:
- 传统的基于讲座的学习 (LBL) 是护理教育中常见的一种方法.
- 人们对创新的教学方法越来越感兴趣,以加强知识获取.
研究的目的:
- 为了比较混合教育逃生室和LBL之间的声明性知识获取.
- 为了探索护理学生的经验与一个游戏化的教育逃生室干预.
主要方法:
- 一个准实验性的测试前/测试后设计,涉及152名第二年护理学生.
- 一个实验小组使用混合逃生室 (现场和数字任务).
- 对照组接受了传统的LBL;声明知识和游戏经验被评估.
主要成果:
- 与对照组相比,实验组在学习成果上表现出明显更大的改善.
- 混合逃生室的参与者报告了积极的体验,包括享受,激活,创造性思维,自主和吸收.
结论:
- 混合式教育逃生室有效地提高了护理学生的声明性知识获取.
- 这种游戏化方法促进了积极的学习体验,可能适用于各种教育系统.
- 获取知识可能独立于动机或主观享受.
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