背景:社交网络已经成为教育中的强大工具,为互动学习提供新的机会。TikTok在年轻人中越来越受欢迎,并有潜力用作健康学科的教学工具。
目的:使用TikTok平台评估基于多模式干预的教育计划的有效性,以提高护理学生对糖尿病首次亮相和疫苗接种时间表的理论和实践知识以及满意度。
方法:准实验研究设计。
方法:护理学院,加的斯大学,西班牙。
方法:74名本科大三护生。
方法:根据Kolb的体验式学习模型,在2022/2023学年进行了多模式教育干预,培训12小时.在这些会议中,关于疫苗接种日历和糖尿病首次亮相的理论内容是通过书面案例研究开发的。在最后一次会议中,组成了19个工作组,每个工作组都有一个实际案例研究,通过角色扮演和在TikTok中创建视频来解决。在TikTok平台中使用了测量个人知识的问卷和主题问卷来评估模拟。
结果:在知识问卷的后验平均得分(9.93±1.65)中观察到了显着改善(z=6.843,p<0.001),用于评估抽象概念化能力。此外,标题问卷上项目的平均得分为10.42(SD=1.42),旨在评估主动实验和反思观察能力,正确执行。结果表明,97.1%的学生积极评价教学创新的实施要素,而82.9%的人对他们的活动表现出很高的满意度。
结论:使用TikTok平台的多模式教育干预被证明可以有效地提高研究中大学生的理论-实践知识的获取。因此,这种体验式培训建议用于培训未来的卫生专业人员。
BACKGROUND: Social networks have emerged as powerful tools in education, offering new opportunities for interactive learning. TikTok has gained popularity among young people and has potential for use as a teaching tool in health disciplines.
OBJECTIVE: To evaluate the effectiveness of an educational program based on a multimodal intervention using the TikTok platform to improve theoretical-practical knowledge about diabetic debut and vaccination schedules and satisfaction in nursing students.
METHODS: A quasi-experimental study design.
METHODS: Faculty of Nursing, University of Cadiz, Spain.
METHODS: 74 third-year undergraduate university nursing students.
METHODS: According to Kolb\'s experiential learning model, a multimodal educational intervention was carried out during the academic year 2022/2023, with 12 h of training. In these sessions, theoretical content on the vaccination calendar and diabetic debut was developed with written case studies. In the last session, 19 working groups were formed and each group was given a practical case study to solve through role-playing and creating a video in TikTok. A questionnaire to measure individual knowledge and a rubric questionnaire were used to evaluate the simulations in TikTok platform.
RESULTS: A significant improvement (z = 6.843, p < 0.001) was observed in the mean scores (9.93 ± 1.65) of the posttest of the knowledge questionnaire, used to evaluate abstract conceptualisation abilities. Additionally, a mean score of 10.42 (SD = 1.42) of the items on the rubric questionnaire, designed to assess active experimentation and reflective observation abilities, were correctly performed. It stands out that 97.1 % of the students positively valued the elements of teaching innovation implemented, while 82.9 % showed a high level of satisfaction with their activity.
CONCLUSIONS: A multimodal educational intervention using TikTok platform proved to be effective in improving the acquisition of theoretical-practical knowledge in the university students included in the study. Therefore, this type of experiential training is recommended for the training of future health professionals.