PDF(Pubmed)
Abstract：
BACKGROUND: Psychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic.
METHODS: A quasi-experimental design was adopted. Students were subjected to different teaching designs: face-to-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.
RESULTS: The number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.
CONCLUSIONS: This study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners\' task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.
METHODS: A quasi-experimental design was adopted. Students were subjected to different teaching designs: face-to-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.
RESULTS: The number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.
CONCLUSIONS: This study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners\' task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.
摘要：
背景：在COVID-19大流行期间，精神科护理教育受到重大影响，和创新教学可能是具有挑战性的。本研究旨在比较大流行背景下四种精神病护理教育方法的有效性。
方法：采用准实验设计。学生接受不同的教学设计：面对面教学（2021年A班），使用角色扮演的翻转课堂混合教学(2021年B班)，直播教学（2022年A班），使用案例研究（2022年B班）和翻转课堂的在线混合教学。使用多变量逻辑回归分析学习成绩和课程工作量方面的结果。
结果：有效数据点数为270。结果表明，与2021年的A类相比，2022年的两个班级取得了更高的学习成绩，2021年的B类工作量明显下降。与2022年的A类相比，2021年的B类表现出明显更低的工作量。与2022年的B类相比，2021年的B类表现出较低的工作量，并获得较低的学业成绩。
结论：这项研究表明，精神科护理的创新教学设计在促进学习成绩或优化学习者的任务负荷方面具有优势。此外，在COVID-19大流行的背景下，混合学习是一种有前途的教学方法。未来的教学计划可以采用以学生为中心的建设性学习设计，并确保可行的教学。
方法：采用准实验设计。学生接受不同的教学设计：面对面教学（2021年A班），使用角色扮演的翻转课堂混合教学(2021年B班)，直播教学（2022年A班），使用案例研究（2022年B班）和翻转课堂的在线混合教学。使用多变量逻辑回归分析学习成绩和课程工作量方面的结果。
结果：有效数据点数为270。结果表明，与2021年的A类相比，2022年的两个班级取得了更高的学习成绩，2021年的B类工作量明显下降。与2022年的A类相比，2021年的B类表现出明显更低的工作量。与2022年的B类相比，2021年的B类表现出较低的工作量，并获得较低的学业成绩。
结论：这项研究表明，精神科护理的创新教学设计在促进学习成绩或优化学习者的任务负荷方面具有优势。此外，在COVID-19大流行的背景下，混合学习是一种有前途的教学方法。未来的教学计划可以采用以学生为中心的建设性学习设计，并确保可行的教学。
