翻转式护理课程中的知识获取与保留:一项准实验研究。

Emily Ka Lai Ng
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引用次数: 0

摘要

背景:学生对知识的掌握和保持在护理培训中至关重要。本研究探讨了传统课堂与翻转课堂(FC)在内容知识掌握和保持方面的差异:本研究以香港一所社区学院的护理学副学士学位学生为研究对象,采用前测-后测的准实验设计,并进行跟踪测试。对照组(n = 141)包括在 COVID-19 之前在传统课堂(TC)环境中学习的护理专业学生,以及在大流行期间在 FC 环境中学习的护理专业学生(n = 130)。对课程前、课程后和课程结束 3 个月后的效果进行了评估:结果:课程结束后,两组学生的内容知识得分均有所提高。FC 组学生在短期(课程结束后立即进行的后测)和长期(3 个月后进行的跟踪测试)的表现均优于 TC 组学生:结论:FC教学法的实施有效促进了学生对知识的掌握和保持。[护理教育杂志,2024;63(8):501-506]。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study.

Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.

Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.

Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.

Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].

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