COVID-19 期间的虚拟学习与传统学习：两个衔接性护理学副学士学位（ADN）队列结果的定量比较

Virtual versus traditional learning during COVID-19: quantitative comparison of outcomes for two articulating ADN cohorts.

作者信息

Banjo-Ogunnowo Susan M, Chisholm LeAnn J

机构信息

The College of Health Care Professions, Houston, TX, USA.

Lamar University, Beaumont, TX, USA.

出版信息

Teach Learn Nurs. 2022 Jul;17(3):272-276. doi: 10.1016/j.teln.2022.02.002. Epub 2022 Feb 24.

DOI:10.1016/j.teln.2022.02.002

PMID:35228840

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8866098/

Abstract

AIM

The study compared outcomes between articulating nursing student cohorts virtual learning during COVID-19 and traditional learning prior to COVID-19.

BACKGROUND

Clinical reasoning is vital to developing clinical nursing judgment. During the COVID-19 pandemic, nursing schools replaced traditional classroom and in-hospital clinical with virtual classroom and clinical learning.

DESIGN

A quantitative retrospective cohort study compared outcomes of the nursing students virtual learning during COVID-19 (n = 18) with traditional learning methods before COVID-19 (n = 14) at one college in Texas.

METHOD

Outcomes of the study were measured using a standardized Health Education Systems Inc. (HESI®) specialty exam, HESI® end of program (Exit) exam, and HESI® clinical judgment subscales. Independent-samples -tests and Chi square were conducted to compare outcomes from virtual and traditional learning.

RESULTS

No statistically significant difference was observed between the traditional group (M = 752.93, SD = 148.88) and virtual learning group (M = 761.72, SD = 152.11); (30) = -0.16, = 0.87 was identified on the HESI® Maternal pediatric Specialty exam. No statistically significant differences were observed on the HESI® Exit exam or clinical judgment subscales; no relationship between the type of learning and NCLEX-RN® pass rates.

CONCLUSION

The study findings are encouraging, yet limited, warranting further investigation of virtual learning.

摘要

目的

本研究比较了在新冠疫情期间进行虚拟学习的护理专业学生群体与新冠疫情之前进行传统学习的护理专业学生群体的学习成果。

背景

临床推理对于培养临床护理判断力至关重要。在新冠疫情大流行期间，护理学院用虚拟课堂和临床学习取代了传统课堂和医院内临床实习。

设计

一项定量回顾性队列研究比较了德克萨斯州一所学院中在新冠疫情期间进行虚拟学习的护理专业学生（n = 18）与新冠疫情之前采用传统学习方法的护理专业学生（n = 14）的学习成果。

方法

本研究的成果通过标准化的健康教育系统公司（HESI®）专业考试、HESI®课程结束（结业）考试以及HESI®临床判断子量表进行衡量。采用独立样本t检验和卡方检验来比较虚拟学习和传统学习的成果。

结果

在HESI®母婴儿科专业考试中，传统学习组（M = 752.93，标准差 = 148.88）和虚拟学习组（M = 761.72，标准差 = 152.11）之间未观察到统计学上的显著差异；t(30) = -0.16，p = 0.87。在HESI®结业考试或临床判断子量表上未观察到统计学上的显著差异；学习类型与NCLEX-RN®通过率之间没有关联。