Liu Weichu, Wang Jun, Zhang Han, Yu Changfeng, Liu Shuai, Zhang Cen, Yu Jingya, Liu Qiao, Yang Bing
Department of Gynecology, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China.
Department of Nursing, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China.
Nurs Open. 2021 Nov;8(6):3635-3644. doi: 10.1002/nop2.914. Epub 2021 May 11.
To determine the effectiveness of blended learning using the community of inquiry framework on nursing students' learning gains in a sudden patient deterioration module.
A quasi-experimental trial.
233 Chinese nursing students in their fourth semester of a sudden patient deterioration learning module were assigned to control (N = 113) and experimental group (N = 120). Students in experimental group engaged in community of inquiry-based blended learning in sudden patient deterioration module, including computer-aided self-instruction, team-based topic discussion and simulation training. Control group learned similar contents through face-to-face teaching comprising of a presentation with lecture, tutorial and simulation training. Student assessment of learning gains, knowledge and practical ability was quantified after the interventions.
Compared with control group, students in experimental group had improved student assessment of learning gains (p = .001, Cohen d = 0.69) and practical ability (p < .001, Cohen d = 0.48). Although no significant difference in overall knowledge score, experimental group students did better performance in application and analysis (p = .001, Cohen d = 0.45).
确定使用探究共同体框架的混合式学习对护理专业学生在突发患者病情恶化模块中的学习收获的有效性。
一项准实验性试验。
将233名处于突发患者病情恶化学习模块第四学期的中国护理专业学生分为对照组（N = 113）和实验组（N = 120）。实验组学生在突发患者病情恶化模块中参与基于探究共同体的混合式学习，包括计算机辅助自学、小组主题讨论和模拟训练。对照组通过包括讲座演示、辅导和模拟训练的面对面教学学习类似内容。干预后对学生的学习收获、知识和实践能力进行量化评估。
与对照组相比，实验组学生的学习收获评估（p = .001，科恩d = 0.69）和实践能力（p < .001，科恩d = 0.48）有所提高。尽管总体知识得分无显著差异，但实验组学生在应用和分析方面表现更好（p = .001，科恩d = 0.45）。
