背景:在护理教育领域,执行利奥波德机动所需的专业知识和知识至关重要,形成护理学生可委托专业活动的组成部分。因此,掌握利奥波德的手法已成为护理教育的核心组成部分。尽管如此,许多护理课程中流行的教学方法往往会限制互动和情境学习体验,这可能会阻碍学生深入参与主题的能力。这种参与的缺乏可能会影响学生学习的有效性和学生的临床判断能力,可委托专业活动能力的基本要素。
方法:本研究采用准实验设计,涉及55名护理大学生,实验组28人,对照组27人。该研究将基于游戏的学习与自我调节的学习策略相结合,并进行了预测试,后测,和问卷来评估学生的学习表现,自我效能感,和学习动机。实验组采用自主学习策略参与游戏学习,而对照组经历了基于游戏的学习,而没有整合自我调节学习。学习表现使用独立样本t检验进行分析,采用协方差分析比较两组的自我效能感和学习动机。
结果:研究结果表明,游戏学习与自主学习策略的整合可以显著提高学生的学习成绩,自我效能感,和学习动机。
结论:作为可委托专业活动的组成部分,利奥波德的机动被整合到一个交互式的基于游戏的学习环境中,再加上护理教育中的自我调节学习策略。这种方法旨在培养护理专业学生的核心能力。这项研究证明了它在有效吸引学生方面的有效性,作为利奥波德演习中沉浸式学习的动态资源,与促进护理教育中可委托专业活动的设计考虑因素很好地保持一致。
In the field of nursing education, the expertise and knowledge required to perform Leopold\'s Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold\'s Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students\' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students\' learning and students\' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities.
A quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students\' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups.
The findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students\' learning performance, self-efficacy, and learning motivation.
As an integral part of Entrustable Professional Activities, Leopold\'s Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold\'s Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.