将远程大型小组模拟作为跨专业合作的学习方法。

IF 2.4 Q1 NURSING
Marja Silén-Lipponen, Eija Piippo-Savolainen, Mina Azimirad, Terhi Saaranen
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引用次数: 0

摘要

医疗保健教育的数字化已将模拟学习方法转变为远程实施。要成功过渡到远程教育,需要有效的沟通和教师使用数字化学习方法的良好能力,以及学生在整个教育过程中的积极互动和动力。本研究探讨了参与者将在线大型小组模拟作为学习跨专业合作的一种方法的经验。本研究采用了混合方法设计。研究采用了混合方法设计,通过调查问卷收集了医疗和社会护理专业学生以及合格专业人员的数据,问卷包含五点李克特量表和开放式问题。100 名学生和专业人员在线填写了问卷。定量数据采用描述性统计方法进行分析,开放式问题则采用归纳内容分析法进行分析。结果显示,参与者对旨在学习跨专业协作的大型小组模拟活动表示满意(平均值 = 4.42,标准差 = 0.759)。大多数人认为这是一种良好的学习方法(95%),适合跨专业协作学习(90%)和促进合作(82%)。数字激活交流工具促进了互动讨论,激活了共同学习。然而,只有一种激活工具比同时使用两种方法更受欢迎。总之,远程大型小组模拟被认为是学习跨专业合作的好方法。本研究未注册。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Distanced Large Group Simulations as a Learning Method for Interprofessional Collaboration.

Digitalization in healthcare education has shifted simulation learning methods to distanced implementations. Successful transition to distance education requires effective communication and the teacher's good ability to use digital learning methods, as well as students' active interaction and motivation throughout the entire educational process. This study explores participants' experiences of online large group simulations as an approach for learning about interprofessional collaboration. A mixed method design was used in this study. Data from health and social care students and qualified professionals were collected using a questionnaire which contained statements presented on a five-point Likert scale and open-ended questions. The questionnaire was filled online by 100 students and professionals. The quantitative data were analyzed using descriptive statistical methods, and the open-ended questions were analyzed with inductive content analysis. As a result, the participants were satisfied with the large group simulation intended for learning interprofessional collaboration (mean = 4.42, SD = 0.759). The majority viewed it as a good learning method (95%) that is suitable for interprofessional collaboration learning (90%) and for promoting working together (82%). Digitally activated communication tools promoted interactive discussion and activated joint learning. However, only one activation tool was preferred instead of using two methods simultaneously. In conclusion, distanced large group simulations were evaluated to be a good method for learning interprofessional collaboration. This study was not registered.

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来源期刊
Nursing Reports
Nursing Reports NURSING-
CiteScore
2.50
自引率
4.20%
发文量
78
期刊介绍: Nursing Reports is an open access, peer-reviewed, online-only journal that aims to influence the art and science of nursing by making rigorously conducted research accessible and understood to the full spectrum of practicing nurses, academics, educators and interested members of the public. The journal represents an exhilarating opportunity to make a unique and significant contribution to nursing and the wider community by addressing topics, theories and issues that concern the whole field of Nursing Science, including research, practice, policy and education. The primary intent of the journal is to present scientifically sound and influential empirical and theoretical studies, critical reviews and open debates to the global community of nurses. Short reports, opinions and insight into the plight of nurses the world-over will provide a voice for those of all cultures, governments and perspectives. The emphasis of Nursing Reports will be on ensuring that the highest quality of evidence and contribution is made available to the greatest number of nurses. Nursing Reports aims to make original, evidence-based, peer-reviewed research available to the global community of nurses and to interested members of the public. In addition, reviews of the literature, open debates on professional issues and short reports from around the world are invited to contribute to our vibrant and dynamic journal. All published work will adhere to the most stringent ethical standards and journalistic principles of fairness, worth and credibility. Our journal publishes Editorials, Original Articles, Review articles, Critical Debates, Short Reports from Around the Globe and Letters to the Editor.
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