通过基于ARCS的数字医疗保健设计增强护理学生的跨学科能力
1Department of Nursing, College of Healthcare and Management, Asia Eastern University of Science and Technology, New Taipei City, Taiwan.
The Journal of nursing education
|February 9, 2026
概括
这项研究通过使用Figma和ARCS动机模型进行了为期6周的项目,提高了护理学生的数字素养. 这种方法提高了学生的动力,信心和数字技能在医疗保健中的实际应用.
科学领域:
- 护理教育 护理教育
- 数字健康数字健康
- 医疗信息学 医疗信息学
背景情况:
- 数字素养对于现代护理实践至关重要.
- 许多护理学生缺乏对数字工具的信心和经验.
- 将技术纳入护理课程是必不可少的.
研究的目的:
- 评估基于项目的学习课程对护理学生数字素养和动机的影响.
- 评估ARCS激励模型在增强数字技能获取方面的有效性.
- 探索Figma平台的可用性,用于设计医疗保健应用程序.
主要方法:
- 为40名一年级护理学生实施了为期6周的基于项目的课程.
- 该ARCS (注意力,相关性,信心,满意度) 动机模型指导教学.
- 学生们使用Figma数字平台在三个阶段设计了医疗保健应用程序:启动,实施和演示.
主要成果:
- 观察到学生学习动机显著增加 (t = 15.784,p < .001).
- Figma的可用性被评为优秀 (系统可用性尺度 = 84.87).
- 学生报告说,增强了数字信心,跨学科的合作,并有能力在实践中应用护理知识.
结论:
- 整合激励策略,基于项目的学习和数字平台有效地提高了学生的参与度和技能获取.
- 该模型为将数字能力纳入护理教育提供了一个可扩展的框架.
- 这项研究强调了像Figma这样的直观数字工具在护理课程中的潜力.
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