School of Nursing, Fujian Medical University, Fuzhou, China.
School of Nursing, Fujian Medical University, Fuzhou, China.
Nurse Educ Pract. 2024 Mar;76:103918. doi: 10.1016/j.nepr.2024.103918. Epub 2024 Feb 14.
This study aimed to evaluate the impact of a hybrid learning method on the academic achievements, learning skills and experiences of undergraduate nursing students.
Case-based learning is a student-centered approach that is commonly integrated into the flipped classroom model in nursing education. However, effectively combining the flipped classroom model and case-based learning into a hybrid learning format is challenging. To address this gap, this study integrated concept maps with case-based learning and the flipped classroom and evaluated the impact of this hybrid learning method on the academic achievements, learning skills and experiences of undergraduate nursing students.
A mixed-methods approach, including a quasi-experimental study and semi-structured interviews, was employed.
A total of 277 undergraduate nursing students participated, with 136 students in the control group undergoing case-based learning and 141 students in the experimental group taught using the hybrid learning approach, which combined concept maps, case-based learning and a flipped classroom. The study assessed self-directed learning, critical thinking, learning strategy and curriculum grades in both groups before and after the intervention. Additionally, students in the experimental group participated in semi-structured interviews.
The quantitative findings indicated that both case-based learning and the hybrid learning method (combined concept maps, case-based learning and a flipped classroom) had similar impacts on the curriculum grades, self-directed learning, cognitive maturity and learning strategy of nursing students. The qualitative results further demonstrated how the hybrid approach facilitated integrated learning, promoted self-evaluation, aided adaptation to the flipped classroom and enhanced teacher-student interaction.
Combining case-based learning, a flipped classroom and concept maps is an effective learning approach for undergraduate nursing students. It may improve students' self-directed learning, cognitive maturity and learning strategy. Additionally, concept maps are a beneficial supplement to case-based learning and a flipped classroom in terms of guiding integrated learning, promoting self-evaluation, enhancing adaptation to a flipped classroom and increasing interaction between teachers and students and between classmates.
本研究旨在评估混合学习方法对本科护理学生学业成绩、学习技能和学习体验的影响。
基于案例的学习是一种以学生为中心的方法，通常整合到护理教育中的翻转课堂模式中。然而，有效地将翻转课堂模式和基于案例的学习结合到混合学习模式中具有挑战性。为了解决这一差距，本研究将概念图与基于案例的学习和翻转课堂相结合，并评估这种混合学习方法对本科护理学生学业成绩、学习技能和学习体验的影响。
采用混合方法研究，包括准实验研究和半结构化访谈。
共有 277 名本科护理学生参与，其中 136 名学生在对照组接受基于案例的学习，141 名学生在实验组接受混合学习方法（结合概念图、基于案例的学习和翻转课堂）教学。在干预前后，两组学生均评估了自主学习、批判性思维、学习策略和课程成绩。此外，实验组学生还参加了半结构化访谈。
定量研究结果表明，基于案例的学习和混合学习方法（结合概念图、基于案例的学习和翻转课堂）对护理学生的课程成绩、自主学习、认知成熟度和学习策略都有相似的影响。定性研究结果进一步证明了混合方法如何促进了综合学习、促进了自我评价、帮助学生适应翻转课堂以及增强了师生互动。
将基于案例的学习、翻转课堂和概念图相结合是一种有效的本科护理学生学习方法。它可以提高学生的自主学习、认知成熟度和学习策略。此外，概念图是基于案例的学习和翻转课堂的有益补充，可以指导综合学习、促进自我评价、增强对翻转课堂的适应以及增加师生之间和同学之间的互动。
