University of Murcia, Departamento de Informática y Sistemas, Facultad de Informática, Campus de Espinardo, 30071- Espinardo, Murcia, Spain.
Nurse Educ Today. 2011 Nov;31(8):866-71. doi: 10.1016/j.nedt.2010.12.026. Epub 2011 Jan 20.
This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses.
The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical-surgical nursing.
A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical-surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system.
The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test.
Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution.
本文提出了一种新的大学本科护理教育计算机辅助学习方法。
该提案最具创新性的方面是将护理作业设计为在线竞赛。在一门医学外科护理学课程中，比较了竞争型电子学习与传统教学方法对知识的获取和保留的影响。
共有 116 名不同性别、年龄、计算机经验和教育背景的二年级医学外科护理学学生参加了这项研究。数据从护理学生在四个时间点收集。在线活动使用基于网络的自动评估系统进行。
研究表明，竞争型电子学习方法对实验组学生在即时后续测试中产生了显著的认知增益。然而，两种教学方法在 10 周的后续测试中都导致了相似的知识保留。
我们的方法发现了显著的益处。学生的作业可以在整个课程中进行评估，教师的工作量减少，学生通过在线评委获得即时反馈，这促进了独立学习和反思性思维。该方法适用于任何其他护理教育机构。
