University of South Australia, School of Nursing and Midwifery, Adelaide, South Australia.
J Nurs Educ. 2012 Mar;51(3):151-4. doi: 10.3928/01484834-20120127-03. Epub 2012 Jan 27.
Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives.
在线角色扮演具有使学生积极参与真实学习体验并帮助培养其临床推理技能的潜力。然而，对这种模拟的学生学习评估主要集中在学习的内容和结果上，而不是学生参与学习的过程上。本文报告了使用学生参与框架来评估作为护理学士和助产学学士课程一部分提供的在线角色扮演的情况。迄今为止，用于衡量学生参与度的工具针对的是在课程和机构层面上的大量学生，而不是针对具体学习活动的学生。虽然该框架为评估目的提供了一些有用的发现，但需要进一步完善问题，以确保与课程层面的学习举措相关的参与能够产生深度学习的结果。
