Walker Julia K L, Richard-Eaglin Angela, Hegde Akhil, Muckler Virginia C
Duke University School of Nursing, Durham, NC, 27710, USA.
Duke University School of Medicine, Durham, NC, USA.
Int J Nurs Educ Scholarsh. 2021 Jun 24;18(1):ijnes-2020-0068. doi: 10.1515/ijnes-2020-0068.
This manuscript describes the application of deep learning to physiology education of Student Registered Nurse Anesthetists (SRNA) and the benefits thereof. A strong foundation in physiology and the ability to apply this knowledge to challenging clinical situations is crucial to the successful SRNA. Deep learning, a well-studied pedagogical technique, facilitates development and long-term retention of a mental knowledge framework that can be applied to complex problems. Deep learning requires the educator to facilitate the development of critical thinking and students to actively learn and take responsibility for gaining knowledge and skills.
We applied the deep learning approach, including flipped classroom and problem-based learning, and surveyed SRNA students (n=127) about their learning experience.
Survey responses showed that the majority of students favored the deep learning approach and thought it advanced their critical thinking skills.
SRNAs reported that their physiology knowledge base and critical thinking benefited from the use of the deep learning strategy.
本手稿描述了深度学习在注册护士麻醉学生（SRNA）生理学教育中的应用及其益处。扎实的生理学基础以及将这些知识应用于具有挑战性的临床情况的能力对于成功的SRNA至关重要。深度学习是一种经过充分研究的教学技术，有助于构建一个可应用于复杂问题的心理知识框架，并使其长期留存。深度学习要求教育者促进批判性思维的发展，学生要积极学习并为获取知识和技能负责。
我们应用了深度学习方法，包括翻转课堂和基于问题的学习，并对SRNA学生（n = 127）的学习体验进行了调查。
调查反馈表明，大多数学生喜欢深度学习方法，并认为它提高了他们的批判性思维能力。
SRNA报告称，他们的生理学知识库和批判性思维因使用深度学习策略而受益。
