Abstract：
Research skills in nursing are crucial for guiding evidence-based practice and enhancing health care. However, undergraduate nursing students often encounter challenges in skill development because of curriculum constraints that prioritize clinical education. Bridging this skill gap is imperative for preparing students for evidence-based practice and nursing scholarship.
This study aimed to investigate the impact of incorporating action learning into undergraduate nursing research classes to improve the quality of nurse education.
A mixed-methods approach was employed using pre- and post-online surveys for quantitative analysis and reflective journals for qualitative analysis.
The study was conducted at a college of nursing in Seoul, South Korea.
A convenience sample of 19 fourth-year nursing students participated in the study.
Action learning-based nursing research classes were implemented over ten sessions, integrating lectures and team activities. Pre- and post-assessment data on communication skills, critical thinking tendencies, and problem-solving abilities were analyzed using paired t-tests. The qualitative analysis involved content analysis of individual and team reflective journals.
Participants in action learning-based nursing research classes showed significant improvements in their communication skills (t = 3.46, p = 0.002), critical thinking tendencies (t = 3.80, p = 0.001), and problem-solving abilities (t = 1.82, p = 0.043). From the analysis of reflective journals four main themes were developed: organized team projects, dynamics of learning goal achievement, extended application of learning outcomes, and recommendations for better action learning-based classes.
This study highlights action learning as an effective educational method that integrates theory and practice in nurse education, helping students prepare for their future roles as nursing professionals. The findings underscore the effectiveness of action learning in improving undergraduate nursing students\' research competency and support the need for continued development of such pedagogical approaches.
This study aimed to investigate the impact of incorporating action learning into undergraduate nursing research classes to improve the quality of nurse education.
A mixed-methods approach was employed using pre- and post-online surveys for quantitative analysis and reflective journals for qualitative analysis.
The study was conducted at a college of nursing in Seoul, South Korea.
A convenience sample of 19 fourth-year nursing students participated in the study.
Action learning-based nursing research classes were implemented over ten sessions, integrating lectures and team activities. Pre- and post-assessment data on communication skills, critical thinking tendencies, and problem-solving abilities were analyzed using paired t-tests. The qualitative analysis involved content analysis of individual and team reflective journals.
Participants in action learning-based nursing research classes showed significant improvements in their communication skills (t = 3.46, p = 0.002), critical thinking tendencies (t = 3.80, p = 0.001), and problem-solving abilities (t = 1.82, p = 0.043). From the analysis of reflective journals four main themes were developed: organized team projects, dynamics of learning goal achievement, extended application of learning outcomes, and recommendations for better action learning-based classes.
This study highlights action learning as an effective educational method that integrates theory and practice in nurse education, helping students prepare for their future roles as nursing professionals. The findings underscore the effectiveness of action learning in improving undergraduate nursing students\' research competency and support the need for continued development of such pedagogical approaches.
摘要：
背景：护理研究技能对于指导循证实践和加强医疗保健至关重要。然而,护理本科生经常遇到技能发展的挑战，因为课程限制优先考虑临床教育。弥合这一技能差距对于为学生做好循证实践和护理奖学金的准备至关重要。
目的：本研究旨在探讨将行动学习纳入本科护理研究班对提高护士教育质量的影响。
方法：采用混合方法方法，使用在线前和在线后调查进行定量分析，并使用反思期刊进行定性分析。
方法：这项研究是在首尔的一所护理学院进行的，韩国。
方法：对19名四年级护理专业学生的便利样本进行了研究。
方法：实施了基于行动学习的护理研究课程十次，整合讲座和团队活动。关于沟通技巧的评估前和评估后数据，批判性思维倾向，并使用配对t检验分析问题解决能力。定性分析涉及个人和团队反思期刊的内容分析。
结果：基于行动学习的护理研究课程的参与者在沟通技巧方面表现出了显着提高（t=3.46，p=0.002），批判性思维倾向(t=3.80，p=0.001)，和解决问题的能力(t=1.82，p=0.043)。通过对反思性期刊的分析，开发了四个主要主题：有组织的团队项目，学习目标成就的动态，学习成果的扩展应用，以及更好的基于行动学习的课程的建议。
结论：本研究强调行动学习是一种有效的教育方法，将理论和实践结合在护士教育中，帮助学生为将来担任护理专业人员的角色做准备。研究结果强调了行动学习在提高护理本科生的研究能力方面的有效性，并支持了持续发展此类教学方法的必要性。
目的：本研究旨在探讨将行动学习纳入本科护理研究班对提高护士教育质量的影响。
方法：采用混合方法方法，使用在线前和在线后调查进行定量分析，并使用反思期刊进行定性分析。
方法：这项研究是在首尔的一所护理学院进行的，韩国。
方法：对19名四年级护理专业学生的便利样本进行了研究。
方法：实施了基于行动学习的护理研究课程十次，整合讲座和团队活动。关于沟通技巧的评估前和评估后数据，批判性思维倾向，并使用配对t检验分析问题解决能力。定性分析涉及个人和团队反思期刊的内容分析。
结果：基于行动学习的护理研究课程的参与者在沟通技巧方面表现出了显着提高（t=3.46，p=0.002），批判性思维倾向(t=3.80，p=0.001)，和解决问题的能力(t=1.82，p=0.043)。通过对反思性期刊的分析，开发了四个主要主题：有组织的团队项目，学习目标成就的动态，学习成果的扩展应用，以及更好的基于行动学习的课程的建议。
结论：本研究强调行动学习是一种有效的教育方法，将理论和实践结合在护士教育中，帮助学生为将来担任护理专业人员的角色做准备。研究结果强调了行动学习在提高护理本科生的研究能力方面的有效性，并支持了持续发展此类教学方法的必要性。
