探索护理学本科生在重新设计的混合学习课程中的体验：描述性定性研究。
Exploring Nursing Undergraduates' Experiences with a Redesigned Blended Learning Course: A Descriptive Qualitative Study.
机构信息
First Clinical College, Chongqing Medical University, Chongqing, China.
Obstetrical Department, Chongqing Medical University First Affiliated Hospital, Chongqing, China.
出版信息
Nurs Open. 2023 Apr;10(4):2689-2695. doi: 10.1002/nop2.1478. Epub 2022 Nov 20.
AIM
To explore the experience of nursing undergraduates with a blended course, that was redesigned using the Community of Inquiry framework.
DESIGN
The Obstetrics and Gynaecology Nursing Course was redesigned using blended learning pedagogy, which starts from the creation of teaching presence, plays the intermediary role of social presence and aims at realizing cognitive presence.
METHODS
After the course completion, we conducted a qualitative descriptive study and collected data using focus group interviews and field notes.
RESULTS
The findings comprised three main themes including role promotion, passive and selective learning and recommendations. Teachers and peers reportedly played the supervisors, facilitators and coordinators in learning promotion. Some students experienced difficulties in adapting to the blended learning environment due to passive learning habits, character flaws and academic pressure. However, a majority of them supported the application of the model.
目的
探索护理本科生在混合课程中的体验，该课程使用《社区调查框架》进行了重新设计。
设计
使用混合学习教学法重新设计了妇产科护理课程，该教学法从创建教学存在开始，发挥社会存在的中介作用，旨在实现认知存在。
方法
课程结束后，我们进行了一项定性描述性研究，并使用焦点小组访谈和现场记录收集数据。
结果
研究结果包括三个主要主题，包括角色提升、被动和选择性学习以及建议。据报道，教师和同伴在学习促进中扮演了监督者、促进者和协调者的角色。一些学生由于被动学习习惯、性格缺陷和学业压力而在适应混合学习环境方面遇到困难。然而，他们中的大多数人支持该模式的应用。
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