blended learning 设计在本科护理心电图课程中的效果：一项准实验研究。
Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study.
机构信息
School of Health Sciences, Jiangsu Vocational Institute of Commerce, Nanjing, China.
School of Life Science and Technology, Jingjiang College, Jiangsu University Jingjiang College, Zhenjiang, China.
出版信息
Nurs Open. 2023 Jul;10(7):4461-4470. doi: 10.1002/nop2.1688. Epub 2023 Mar 20.
AIM
The study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education.
DESIGN
This was a quasi-experimental post-test design.
METHODS
The study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face-to-face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post-test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi-square (χ ) test was used to evaluate categorical variables. The Mann-Whitney test was used to analyse continuous variables.
RESULTS
Participants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self-learning.
目的
本研究旨在探讨混合学习（BL）心电图（ECG）教育计划在本科护理教育中的学习成绩和学生满意度。
设计
这是一项准实验后测设计。
方法
本研究于 2020/2021 学年第一学期进行。参与者分为两组：BL 组和面对面（FTF）组。BL 组接受新设计的 BL 计划。FTF 组接受传统的学习方法。对研究变量的后测措施，如知识、学习时间和满意度进行了评估。卡方（χ ）检验用于评估分类变量。Mann-Whitney 检验用于分析连续变量。
结果
BL 组在心电图解释和总分方面的得分明显更高。两组在基础知识方面没有显著差异。BL 组的学习时间明显更长。在满意度方面，在结构合理性和促进自学方面存在显著差异。
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