Office of Medical Education, University of Hawaii John A. Burns School of Medicine, 651 Ilalo St., MEB 307, Honolulu, HI 96813, USA; The Center for Physician Professional Development and Wellness, The Queen's Medical Center, 1301 Punchbowl St., Honolulu, HI 96813, USA.
University of Washington, Department of Medicine, Division of Gerontology and Geriatrics, 325 9th Ave, Box 359755, Seattle, WA 98104, USA.
Nurse Educ Pract. 2023 Aug;71:103696. doi: 10.1016/j.nepr.2023.103696. Epub 2023 Jul 1.
To design a modular, flipped-classroom curriculum using character animations to improve knowledge and attitudes regarding dementia care among pre-clinical nursing students.
Demographic trends suggest an urgent, unmet need for nurses with interest and adequate training in caring for people with dementia and other disorders of cognition. While flipped classrooms using video show promise, little is known about specific animation techniques to impact knowledge and attitudes in preclinical nursing education.
A curriculum was developed, implemented and assessed across three nursing schools in series, totaling 223 eligible students in the states of Connecticut and Hawaii, USA from 2019 to 2022. The evaluation included prospective pre-post assessment of knowledge, attitudes and module acceptability, as well as qualitative interpretations of needs assessment data.
The six-step curriculum development process was based on that described by Kern et al., including: 1) general needs assessment in the form of literature review; 2) targeted needs assessment, in the form of faculty stakeholder meetings, a student focus group and baseline surveys; 3) optimization of learning objectives based on needs; 4) development of a pedagogical approach, namely animated, interactive modules informed by previously described best practices in animation development; 5) implementation across three different nursing schools; and 6) assessment of the learners and evaluation of the curriculum, primarily via surveys and engagement metadata.
Needs assessments confirmed the importance of prior experiences, sense of mission and other affective elements as key factors mitigating learners' baseline receptiveness to training and careers in cognition-related care. Students at all three institutions rated the modules' impact on their dementia-related attitudes highly, however these ratings were statistically significantly lower when both modules were delivered as a single assignment at one site. Knowledge quiz scores significantly increased from baseline at all three sites. Only 2.6% of respondents would have preferred a text-based reading assignment. Acceptability scores, including clarity, relevance, entertainment, attention and complexity, were generally rated highly, but attention and entertainment were rated significantly lower when both modules were administered as a single assignment.
Cognition and Dementia with Raymond and Brain demonstrates the successful blending of animation industry workflows with best practices of curriculum development to create a novel, animated module series that is acceptable and effective in priming nursing students with the attitudes and knowledge to continue learning about cognition and its disorders.
设计一个模块化、翻转课堂课程，使用角色动画来提高预临床护理学生对痴呆症护理的知识和态度。
人口趋势表明，急需对痴呆症和其他认知障碍患者护理有兴趣和接受过充分培训的护士，但使用视频的翻转课堂显示出了希望，但对于影响预临床护理教育中知识和态度的特定动画技术知之甚少。
该课程在美国康涅狄格州和夏威夷州的三所护理学校中依次进行开发、实施和评估，共有 223 名符合条件的学生参与，时间为 2019 年至 2022 年。评估包括对知识、态度和模块可接受性的前瞻性前后评估，以及对需求评估数据的定性解释。
六步课程开发过程基于 Kern 等人的描述，包括：1）文献综述形式的一般需求评估；2）以教师利益相关者会议、学生焦点小组和基线调查形式的针对性需求评估；3）根据需求优化学习目标；4）基于以前描述的动画开发最佳实践，开发教学方法，即动画、交互式模块；5）在三所不同的护理学校实施；6）学习者评估和课程评估，主要通过调查和参与元数据。
需求评估证实了先前经验、使命感和其他情感因素的重要性，这些因素是减轻学习者对培训和认知相关护理职业的基线接受度的关键因素。所有三所机构的学生都对模块对他们的痴呆症相关态度的影响给予了高度评价，但当两个模块在一个地点作为一个单一作业交付时，这些评价在统计学上显著降低。知识测验分数在所有三个地点都从基线显著增加。只有 2.6%的受访者更愿意选择基于文本的阅读作业。可接受性评分，包括清晰度、相关性、娱乐性、注意力和复杂性，总体评分较高，但当两个模块作为一个单一作业交付时，注意力和娱乐性评分显著降低。
“雷蒙德和大脑的认知与痴呆症”展示了动画行业工作流程与课程开发最佳实践的成功融合，创建了一个新颖的、动画模块系列，该系列在激发护理学生对认知及其障碍的态度和知识方面是可以接受且有效的。
