Saxion University of Applied Sciences, School of Health, Department of Nursing, P.O 70.000, 7500 KB Enschede, Netherlands.
Saxion University of Applied Sciences, School of Health, Research group Smart Health, P.O 70.000, 7500 KB Enschede, Netherlands.
Nurse Educ Pract. 2023 Nov;73:103794. doi: 10.1016/j.nepr.2023.103794. Epub 2023 Oct 4.
Community health nurses collaborate in teams to address client care, organise services, and conduct preventive activities. Hence, it is crucial for students in this work context, to practise and enhance their collaborative problem-solving (CPS) skills. To facilitate this, a hybrid serious game called "Carion" was developed, immersing second-year nursing students in a semester-long experience of working as district nurses in self-managed teams. The game challenges them to collectively tackle authentic and fictional problems. However, the extent and manner in which this hybrid serious game contributes to students' CPS skill development is unknown.
The aim of this study is to explore how students perceive the development of CPS by doing assignments carried out in the learning context of the hybrid serious game Carion.
Two teams each consisting of five second-year nursing students, were selected for the qualitative case study. Two lecturers acting as team coaches also participated in this study. 110 (response rate 61 %) second-year students participated in the quantitative survey at the beginning of the semester, 109 students at the end of the semester.
The study is a mixed method design. The qualitative component involves a case study while the quantitative component consists of an online survey. Qualitative and quantitative data regarding collaborative problem solving was collected at different time points using focus group interviews, one-on-one interviews, digital logbooks and an online self-assessment tool.
Qualitative analysis revealed insights into three key themes: (1) Collaboration, encompassing consulting with each other, and capitalising on each other's qualities and strengths; (2) Problem solving, encompassing quicker and easier problem solving, allocating assignments, coming to a joint solution, and problem-solving method; and (3) Learning from each other, encompassing learning from each other's knowledge and experience, and from each other's ideas. No growth in collaborative problem-solving development was statistically shown in the group.
This study gives an ambiguous view on students' perception of their CPS development through involvement in various Carion assignments. Based on this exploratory investigation, prematurely labelling Carion as a potential educational environment for developing CPS among undergraduate nursing students in community healthcare would be unwarranted. Further research is needed, particularly in scrutinising the interplay between CPS and diverse learning activities, assignments and learning outcomes within this specific hybrid serious game context.
社区卫生护士以团队合作的方式为患者提供护理、组织服务和开展预防活动。因此，对于在这种工作环境中学习的学生来说，练习和提高他们的协作解决问题（CPS）技能至关重要。为了促进这一点，开发了一个名为“Carion”的混合式严肃游戏，让二年级护理学生在一个学期的时间里，以自我管理团队的形式体验地区护士的工作，并在其中解决真实和虚构的问题。然而，这种混合式严肃游戏在多大程度上以及以何种方式促进了学生的 CPS 技能发展尚不清楚。
本研究旨在探讨学生在混合式严肃游戏“Carion”的学习环境中完成作业时，如何感知 CPS 的发展。
选择了两个团队，每个团队由五名二年级护理学生组成，进行了定性案例研究。两名讲师作为团队教练也参与了这项研究。110 名（响应率 61%）二年级学生在学期开始时参加了在线调查，109 名学生在学期末参加了在线调查。
该研究采用混合方法设计。定性部分采用案例研究，定量部分采用在线调查。使用焦点小组访谈、一对一访谈、数字日志和在线自我评估工具，在不同时间点收集有关协作解决问题的定性和定量数据。
定性分析揭示了三个关键主题的见解：（1）协作，包括相互咨询，利用彼此的素质和优势；（2）解决问题，包括更快、更轻松地解决问题、分配任务、达成共同解决方案和解决问题的方法；（3）相互学习，包括从彼此的知识和经验中学习，以及从彼此的想法中学习。小组中没有显示出协作解决问题发展方面的统计增长。
这项研究对学生通过参与各种“Carion”作业对协作解决问题发展的看法提供了一个模糊的认识。基于这项探索性研究，过早地将“Carion”标记为社区医疗保健领域本科护理学生发展 CPS 的潜在教育环境是不合理的。需要进一步研究，特别是需要深入研究 CPS 与这种特定混合式严肃游戏环境中的各种学习活动、作业和学习成果之间的相互作用。
