Department of Nursing, Chung Shan Medical University / Department of Nursing, Chung Shan Medical Hospital, No.110, Sec.1, Jianguo N. Rd., Taichung City 40201, Taiwan, ROC.
Department of Nursing, Chang Gung University of Science and Technology, No. 261, Wunhua 1st Rd., Gueishan Township, Taoyuan 33303, Taiwan, ROC./ Associate Research Fellow, Chang Gung Memorial Hospital, No.5, Fuxing St., Guishan Dist., Taoyuan City 33305, Taiwan, ROC..
Nurse Educ Today. 2021 Oct;105:105052. doi: 10.1016/j.nedt.2021.105052. Epub 2021 Jul 3.
BACKGROUND: Transferring what has been learned in the classroom to clinical application is the main goal of nursing education. Our previous intervention study, in which a web-based interactive situational teaching strategy in a nursing ethic course was conducted as an experimental group, and the students in the class who were taught using a traditional teaching strategy was treated as the comparative group. The results, which were evaluated immediately after the class, showed that the web-based interactive situational teaching enhanced the students' competency in ethical reasoning and problem solving compared to traditional teaching. PURPOSE: This study followed the previous study and aimed to compare the effects of the learning transfer between the two groups in clinical performance as reflected in their internship scores, clinical practice, and self-efficacy assessment. It also explored the factors influencing this transfer. METHOD: A predictive correlation-based research design was adopted to compare the students' internship scores, clinical judgment abilities, and self-efficacy in clinical internships between two groups. The students' self-efficacy was measured using a self-administered structured questionnaire, while their internship scores and clinical judgment abilities were evaluated by their clinical instructors. The data obtained were statistically analyzed using SPSS 23 software. RESULTS: The nursing students who participated in the web-based interactive situational teaching course did not significantly outperform those who received traditional teaching in their clinical judgment and internship scores. The main variable that significantly affected the clinical self-efficacy of nursing students was the degree of support from the internship instructors. CONCLUSION: Nursing students' clinical performance is affected by multiple factors and is not solely determined by the curriculum or teaching strategies. The degree of instructor support during the internship process significantly affected the students' self-efficacy in clinical performance.
背景：将课堂所学应用于临床实践是护理教育的主要目标。我们之前的干预研究中，在护理伦理课程中采用基于网络的互动情境教学策略作为实验组，而采用传统教学策略的班级学生作为对照组。课程结束后立即进行评估的结果表明，与传统教学相比，基于网络的互动情境教学提高了学生的伦理推理和问题解决能力。
目的：本研究继先前的研究之后，旨在比较两组学生在临床表现（实习成绩、临床实践和自我效能评估）中的学习迁移效果。本研究还探讨了影响这种迁移的因素。
方法：采用预测相关性研究设计，比较两组学生在实习成绩、临床判断能力和临床实习自我效能方面的差异。采用自我管理的结构化问卷来衡量学生的自我效能感，而其实习成绩和临床判断能力则由临床导师进行评估。使用 SPSS 23 软件对获得的数据进行统计分析。
结果：参与基于网络的互动情境教学课程的护理学生在临床判断和实习成绩方面并未明显优于接受传统教学的学生。对护理学生临床自我效能感影响最大的主要变量是实习导师的支持程度。
结论：护理学生的临床表现受多种因素影响，不仅仅取决于课程或教学策略。实习过程中导师的支持程度对学生的临床表现自我效能感有显著影响。
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