目的:本研究旨在评估混合学习方法对学业成绩的影响,护理本科生的学习技能和经验。
背景:基于案例的学习是一种以学生为中心的方法,通常被集成到护理教育中的翻转课堂模型中。然而,有效地将翻转课堂模式和基于案例的学习结合成混合学习形式是具有挑战性的。为了解决这个差距,本研究将概念图与基于案例的学习和翻转课堂相结合,并评估了这种混合学习方法对学业成绩的影响,护理本科生的学习技能和经验。
方法:混合方法方法,包括准实验研究和半结构化访谈,被雇用。
方法:共有277名护理本科生参加,对照组136名学生进行基于案例的学习,实验组141名学生使用混合学习方法进行教学,结合了概念图,基于案例的学习和翻转课堂。这项研究评估了自我导向学习,批判性思维,干预前后两组的学习策略和课程成绩。此外,实验组学生参加半结构化访谈.
结果:定量结果表明,基于案例的学习和混合学习方法(组合概念图,基于案例的学习和翻转课堂)对课程成绩有类似的影响,自主学习,护理专业学生的认知成熟度与学习策略。定性结果进一步证明了混合方法如何促进综合学习,促进自我评价,帮助适应翻转课堂,增强师生互动。
结论:结合基于案例的学习,翻转课堂和概念图是护理本科生的有效学习方法。它可以改善学生的自主学习,认知成熟度和学习策略。此外,概念图在指导综合学习方面是案例学习和翻转课堂的有益补充,促进自我评价,增强对翻转课堂的适应性,增加师生之间以及同学之间的互动。
OBJECTIVE: This study aimed to evaluate the impact of a hybrid learning method on the academic achievements, learning skills and experiences of undergraduate nursing students.
BACKGROUND: Case-based learning is a student-centered approach that is commonly integrated into the flipped classroom model in nursing education. However, effectively combining the flipped classroom model and
case-based learning into a hybrid learning format is challenging. To address this gap, this study integrated concept maps with
case-based learning and the flipped classroom and evaluated the impact of this hybrid learning method on the academic achievements, learning skills and experiences of undergraduate nursing students.
METHODS: A mixed-methods approach, including a quasi-experimental study and semi-structured interviews, was employed.
METHODS: A total of 277 undergraduate nursing students participated, with 136 students in the control group undergoing case-based learning and 141 students in the experimental group taught using the hybrid learning approach, which combined concept maps, case-based learning and a flipped classroom. The study assessed self-directed learning, critical thinking, learning strategy and curriculum grades in both groups before and after the intervention. Additionally, students in the experimental group participated in semi-structured interviews.
RESULTS: The quantitative findings indicated that both
case-based learning and the hybrid learning method (combined concept maps, case-based learning and a flipped classroom) had similar impacts on the curriculum grades, self-directed learning, cognitive maturity and learning strategy of nursing students. The qualitative results further demonstrated how the hybrid approach facilitated integrated learning, promoted self-evaluation, aided adaptation to the flipped classroom and enhanced teacher-student interaction.
CONCLUSIONS: Combining case-based learning, a flipped classroom and concept maps is an effective learning approach for undergraduate nursing students. It may improve students\' self-directed learning, cognitive maturity and learning strategy. Additionally, concept maps are a beneficial supplement to
case-based learning and a flipped classroom in terms of guiding integrated learning, promoting self-evaluation, enhancing adaptation to a flipped classroom and increasing interaction between teachers and students and between classmates.