评估护理专业学生的在线学习投入度。

Evaluating online learning engagement of nursing students.

机构信息

University of Hong Kong School of Nursing, Hong Kong.

出版信息

Nurse Educ Today. 2021 Sep;104:104985. doi: 10.1016/j.nedt.2021.104985. Epub 2021 May 26.

DOI:10.1016/j.nedt.2021.104985

PMID:34058645

Abstract

BACKGROUND

Previous studies suggest that increased learning satisfaction may encourage learning engagement in an online learning environment.

OBJECTIVES

To evaluate the level of learning engagement and its relationship with students' perceived learning satisfaction in an online clinical nursing elective course.

DESIGN

A prospective interventional study.

SETTINGS

A nursing course was converted to an online format because of the coronavirus disease COVID pandemic.

PARTICIPANTS

Part-time post-registration nursing undergraduates enrolled in an elective online clinical course.

METHODS

Related teaching and learning strategies were deployed in the course using the Community of Inquiry framework. All students who completed the course were invited to complete an online survey that included a validated Online Student Engagement questionnaire (OSE). Pearson's correlations were used to determine the association between perceived learning satisfaction and learning engagement. A logistic regression model was used to explore the associations of gender, age, working experience and perceived learning satisfaction with higher learning engagement.

RESULTS

The questionnaires were completed by 56 of 68 students (82%). The Pearson's correlation coefficient between the mean perceived learning satisfaction and OSE scores was 0.75 (p < .001). Twenty-five students (45%) were identified as highly engaged, using a cut-off of ≥3.5 for the mean OSE score. The mean perceived learning satisfaction (SD) score differed significantly between highly engaged and not highly engaged students [4.02 (0.49) vs. 3.27 (0.62), p < .001]. The logistic regression model showed that a greater perceived learning satisfaction [adjusted odds ratio (OR): 17.2, 95% C.I.: 3.46-86.0, p = .001] was associated with an increased likelihood of higher learning engagement, and >1 year of working experience (adjusted OR: 0.11, 95% C.I.: 0.01-0.89, p = .0039) was associated with a decreased likelihood of higher learning engagement.

CONCLUSIONS

The study findings suggest that perceived learning satisfaction predicts learning engagement among nursing students in this online learning course.

摘要

背景

先前的研究表明，增加学习满意度可能会鼓励在线学习环境中的学习投入。

目的

评估在线临床护理选修课程中学生的学习投入程度及其与学生感知学习满意度的关系。

设计

前瞻性干预研究。

设置

由于冠状病毒病 (COVID) 大流行，将一门护理课程转换为在线格式。

参与者

兼职注册后护理本科生，选修在线临床课程。

方法

使用 Inquiry 社区框架在课程中部署相关的教学和学习策略。邀请所有完成课程的学生完成在线调查，其中包括经过验证的在线学生参与问卷 (OSE)。使用 Pearson 相关系数确定感知学习满意度与学习投入之间的关联。使用逻辑回归模型探索性别、年龄、工作经验和感知学习满意度与更高学习投入的关联。

结果

共有 68 名学生中的 56 名（82%）完成了问卷。感知学习满意度和 OSE 得分的 Pearson 相关系数为 0.75（p<.001）。使用 OSE 得分的平均值≥3.5 作为临界值，确定 25 名学生（45%）为高度投入。高度投入和非高度投入学生的感知学习满意度（SD）得分差异有统计学意义[4.02（0.49）vs. 3.27（0.62），p<.001]。逻辑回归模型显示，感知学习满意度更高[调整后的优势比（OR）：17.2，95%可信区间（CI）：3.46-86.0，p=.001]与更高学习投入的可能性增加相关，而工作经验超过 1 年[调整后的 OR：0.11，95%CI：0.01-0.89，p=.0039]与更高学习投入的可能性降低相关。