混合式学习:评估护理专业学生的观点。

Ilze Steenkamp, Jennifer Chipps
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摘要

背景: 混合式学习将面授学习和在线学习结合在一起,最近由于2019年冠状病毒病(COVID-19)大流行而得到了普及,但往往没有进行积极的评估: 本研究旨在评估大学护理专业学生在 COVID-19 大流行期间对混合式学习方法的看法: 研究对象是来自南非西开普省一所大学的 150 名三年级护理专业学生,采用全包式抽样。采用自填式问卷(学生对混合式学习的看法量表)进行了单组前后评价研究。差异采用卡方检验(Chi-squared)和曼-惠特尼 U 检验(Mann-Whitney U)进行评估,显著性水平为 p 0.05: 实施混合式学习前,128 名学生(85.3%)完成了问卷调查,实施混合式学习后,95 名学生(63.3%)完成了问卷调查。两组学生的人口统计学和入学情况无明显差异。实施混合式学习后,学生对混合式学习的偏好增加了 10.1%(χ2 = 2.832,p = 0.092)。实施前,易用性的评分明显较高(3.07 ± 0.49),实施后没有明显变化(2.99 ± 0.58)。与内容相比,混合式学习过程的评分较低,两者在实施前后无明显差异(过程:2.55 ± 0.58 vs 2.54 ± 0.63;内容:2.75 ± 0.52 vs 2.79 ± 0.52): 结论:护理专业学生对混合式学习有积极的看法,尽管在线学习部分在时间和模块理解方面存在挑战:贡献:研究结果有助于高等教育机构评估现有的在线管理系统,并指导护士教育者在开发模块资源时满足学生的需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Blended learning: Assessing nursing students' perspectives.

Background:  Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation.

Objectives:  This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic.

Method:  The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p  0.05.

Results:  Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52).

Conclusion:  Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources.

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