在儿科护理课程中设计和评估i-STAR应用程序的有效性。

The effectiveness of designing and evaluating i-STAR applications in pediatric nursing courses.

作者信息

Huang Hui-Man, Fang Yu-Wen

机构信息

Department of Nursing, School of Nursing, Tzu Chi University of Science and Technology, Hualien, Taiwan, ROC.

出版信息

Heliyon. 2023 Jan 16;9(1):e13010. doi: 10.1016/j.heliyon.2023.e13010. eCollection 2023 Jan.

DOI:10.1016/j.heliyon.2023.e13010

PMID:36711263

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9876946/

Abstract

UNLABELLED

To apply the App to the curriculum could improve students' motivation and concentration, and also strengthen the effectiveness of professional knowledge of nursing students.

OBJECTIVES

To construct and evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses.

METHODS

Quasi-experimental study and two-group repeated-measure design were used to evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. The "i" means "interactive", students had to log into App and finish four steps, including "Situation(S), Task(T), Action(A), and Reflection(R). A total of 163 nursing students in the third grade of associate's degree in nursing (ADN) participated in the study. The experimental group consisted of 77 participants, whereas the control group consisted of 86 participants. The instruments included the clinical reasoning readiness scale (CRRS), self-directed learning instrument (SDLI), and learning satisfaction of students. The 1st phase was the development, construction, and testing of the "i-STAR App", including hyperbilirubinemia, pneumonia, and urinary tract infection (UTI). In the 2nd phase, students operated and applied the App in the classroom. The 3rd phase was to evaluate the effectiveness of the "i-STAR App" in the course.

RESULTS

The average scores of CRRS and SDLI were not significantly different between the two groups in the T0 andT1 (p > .05). The experimental group of CRRS and SDLI were better than the control group in T0-T1, T1-T2, and T0-T2 (p < .001). The experimental group showed better CRRS and SDLI scores than the control group in T0-T1, and T0-T2 with Repeated measures ANOVA. Also, the experimental group showed prolonged learning effectiveness. The experimental group (41.22 ± 6.08) was more satisfied than the control group (37.29 ± 7.40) (p < .05), although their academic performance was about the same (p > .05).

CONCLUSION

"i-STAR App" could enhance students' interest in pediatric nursing courses, strengthen nursing students' clinical reasoning and self-directed learning ability.

摘要

未标注

将该应用程序应用于课程中可以提高学生的学习动机和注意力，还能增强护理专业学生专业知识的学习效果。

目的

构建并评估智能手机应用程序（i-STAR）在儿科护理课程中的效果。

方法

采用准实验研究和两组重复测量设计来评估智能手机应用程序（i-STAR）在儿科护理课程中的效果。“i”代表“交互式”，学生必须登录应用程序并完成四个步骤，包括“情境（S）、任务（T）、行动（A）和反思（R）”。共有163名护理学副学士学位（ADN）三年级的护理专业学生参与了该研究。实验组由77名参与者组成，而对照组由86名参与者组成。所使用的工具包括临床推理准备量表（CRRS）、自主学习工具（SDLI）以及学生的学习满意度。第一阶段是“i-STAR应用程序”的开发、构建和测试，内容包括高胆红素血症、肺炎和尿路感染（UTI）。在第二阶段，学生在课堂上操作并应用该应用程序。第三阶段是评估“i-STAR应用程序”在课程中的效果。

结果

在T0和T1时，两组的CRRS和SDLI平均得分无显著差异（p＞0.05）。在T0-T1、T1-T2和T0-T2期间，实验组的CRRS和SDLI得分优于对照组（p＜0.001）。通过重复测量方差分析，实验组在T0-T1和T0-T2时的CRRS和SDLI得分高于对照组。此外，实验组显示出更长时间的学习效果。实验组（41.22±6.08）比对照组（37.29±7.40）更满意（p＜0.05），尽管他们的学业成绩大致相同（p＞0.05）。