School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China.
School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China.
Nurse Educ Pract. 2021 May;53:103080. doi: 10.1016/j.nepr.2021.103080. Epub 2021 May 14.
This study aimed to compare the effect of blended and offline case-centred learning on medical nursing education for undergraduate nursing students.
Technological advancements are rapidly changing nursing education in higher educational settings. Educational reform, especially regarding methods of teaching, has been the focus of nursing educators in recent years.
The research was conducted between September 2018 and July 2019 in China.
Second-year undergraduate nursing students in two classes were enrolled for this study by cluster sampling. The study outcomes were academic performance and critical thinking ability, measured using the Critical Thinking Disposition Inventory-Chinese Version.
Students in the experimental class showed significantly higher improvements in academic performance than those in the control class. Compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p = 0.037). In the experimental class, there was a significant improvement over the baseline in the dimension of critical thinking self-confidence (p = 0.022). In the control class, there was a significant improvement over the baseline in the total score (p = 0.029) and two of the seven dimensions: truth-seeking (p = 0.016) and systematicity (p = 0.005).
The use of blended case-centred learning showed promising results in improving students' academic performance. Both blended and offline case-centred learning were indicated to be effective educational approaches to improve the critical thinking ability of undergraduate nursing students and could be implemented for other nursing subjects in the future.
本研究旨在比较混合式和线下案例中心学习对本科护理学生医学护理教育的影响。
技术进步正在迅速改变高等教育环境中的护理教育。近年来，教育改革，尤其是教学方法的改革，一直是护理教育者关注的焦点。
该研究于 2018 年 9 月至 2019 年 7 月在中国进行。
通过整群抽样，将两个班的二年级本科护理学生纳入本研究。研究结果采用中文版批判性思维倾向量表（Critical Thinking Disposition Inventory-Chinese Version）测量学生的学业成绩和批判性思维能力。
实验组学生的学业成绩明显提高，优于对照组。与对照组相比，实验组在批判性思维自信方面的能力表现出显著的预-后差异（p=0.037）。实验组在批判性思维自信维度上的基线水平有显著提高（p=0.022）。在对照组中，总分（p=0.029）和七个维度中的两个维度（求真（p=0.016）和系统性（p=0.005））的基线水平有显著提高。
混合案例中心学习的使用在提高学生的学业成绩方面显示出良好的效果。混合式和线下案例中心学习均被证明是提高本科护理学生批判性思维能力的有效教育方法，未来可应用于其他护理学科。
