Department of Nursing, Tzu-Chi College of Technology, No. 880, Sec 2, Chien-Kuo Rd, Hualien City 97005, Taiwan, ROC.
Nurse Educ Today. 2013 May;33(5):546-51. doi: 10.1016/j.nedt.2011.12.006. Epub 2012 Jan 18.
The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better.
The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores.
This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention.
The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals.
护理教育的目的是培养具有批判性思维、对专业高度兴趣和患者护理高度熟练的学生。合作学习促进团队合作，并鼓励通过讨论建立知识。它被视为最有效的学习方法之一。技术被认为是教学和学习中最有影响力的工具之一。它帮助学生收集更多的信息来解决问题并更好地掌握技能。
本研究旨在比较基于技术的合作学习与基于技术的个体学习对护理学生在导尿知识获取、错误发现、技能获取和总体评分方面批判性思维的影响。
本研究采用了前测后测的实验设计。98 名学生被随机分配到两个组中的一个。在基线和干预完成后收集问卷和测试。
本研究结果表明，两组在相关导尿技能表现方面没有显著差异。然而，其余变量在两组之间差异很大。
本研究的结果指导研究人员和教师更恰当地使用基于技术的合作学习。未来的研究应该解决课程模块的设计和移动设备的可用性问题，以实现以学生为中心和随时随地学习的目标。
