College of DuPage, 425 Fawell Blvd., Glen Ellyn, IL 60137, United States of America; Northern Illinois University, United States of America.
College of DuPage, 425 Fawell Blvd., Glen Ellyn, IL 60137, United States of America; Northern Illinois University, United States of America.
Nurse Educ Today. 2021 Sep;104:105019. doi: 10.1016/j.nedt.2021.105019. Epub 2021 Jun 17.
To maintain curricular integrity in response to COVID-19, nurse educators are increasingly required to transition from traditional (face-to-face) to virtual pedagogy.
The purpose of this analysis was to compare the HESI scores based on a traditional pedagogy with the HESI scores following implementation of virtual pedagogy during Spring 2020.
Student (n = 115; 81% female; mean age = 25.71 years) HESI scores were compared after each eight-week session using the Mann Whitney U test, permutation test and Wilcoxon rank test. Logistic regression was used to identify students achieving at least 850. Chi-square test was used to determine the relationship between pedagogy and students meeting 850 HESI scores. Fall 2019 Exit HESI scores were also compared with Spring 2020 Exit HESI scores.
Students from diverse backgrounds (53.9% White; 27.8% Hispanic; 10.4% Asian; 5.2% Black; 1% Unknown) increased (p = 0.022) M scores following virtual pedagogy in Fundamentals, although no difference was found in Maternity (p = 0.311), Psychiatric (p = 0.129) or Medical Surgical Nursing (p = 0.692). Wilcoxon rank test revealed significant differences in M scores in same cohort of students between traditional (Psychiatric) and virtual strategies (Medical-Surgical) (p < 0.01); and traditional (Medical-Surgical) and virtual (Psychiatric) strategies (p = 0.023). White students' M scores were higher than Asian students', as revealed by Logistic regression with no differences based on gender. Spring 2020 and Fall 2019 Exit HESI scores were comparable (p = 0.499). Chi-square analysis revealed no relationship between pedagogy and achieving at least 850 on HESI (χ = 0.027, p = 0.871).
Based on the exit HESI scores, virtual pedagogy was as effective as traditional pedagogy for maintaining student competency in a community college associate degree nursing program. Future analyses of the effectiveness of virtual pedagogy in meeting curricular outcomes is warranted, regardless of exit degree option.
为应对 COVID-19，护理教育工作者越来越需要从传统的（面对面）教学过渡到虚拟教学。
本分析的目的是比较基于传统教学的 HESI 分数与 2020 年春季实施虚拟教学后的 HESI 分数。
使用 Mann Whitney U 检验、排列检验和 Wilcoxon 秩检验比较每 8 周课程结束后的学生（n=115；81%为女性；平均年龄=25.71 岁）的 HESI 分数。使用逻辑回归来确定至少达到 850 分的学生。卡方检验用于确定教学法与达到 850 HESI 分数的学生之间的关系。还比较了 2019 年秋季的 HESI 毕业分数与 2020 年春季的 HESI 毕业分数。
具有不同背景的学生（53.9%为白人；27.8%为西班牙裔；10.4%为亚裔；5.2%为黑人；1%为未知）在基础护理中增加了（p=0.022）虚拟教学后的 M 分数，而在产科护理（p=0.311）、精神科护理（p=0.129）或外科护理（p=0.692）中没有差异。Wilcoxon 秩检验显示，同一批学生在传统（精神科）和虚拟策略（外科）之间（p<0.01）以及传统（外科）和虚拟（精神科）策略（p=0.023）之间的 M 分数存在显著差异。白人学生的 M 分数高于亚洲学生，这一点通过不基于性别的逻辑回归得到证实。2020 年春季和 2019 年秋季的 HESI 毕业分数相当（p=0.499）。卡方分析显示，教学法与至少达到 850 分的 HESI 成绩之间没有关系（χ=0.027，p=0.871）。
根据毕业 HESI 分数，虚拟教学在社区大学副学士学位护理课程中与传统教学一样有效，可以维持学生的能力。需要进一步分析虚拟教学在满足课程成果方面的有效性，无论毕业学位选项如何。
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