Yang Bao-Huan, Lo Kao-Wen, Li Yuh-Shiow, Chao Kuo-Yu
Department of Nursing, Chang Gung University of Science and Technology, No. 261, Wenhua 1st Road, Guishan District, Taoyuan, 33303, Taiwan (R.O.C.).
Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan.
BMC Nurs. 2024 Aug 23;23(1):583. doi: 10.1186/s12912-024-02260-w.
Interdisciplinary collaboration is known to foster professional innovation and enhance student learning across different domains. However, the research on the effectiveness of integration of interdisciplinary learning in pediatric nursing education is limited. Therefore, this study aimed to examine the effectiveness of integrating game-based learning, an interdisciplinary approach to teaching, into pediatric nursing education's play courses.
We used a mixed methods study with pre-test/post-test quantitative analyses and a descriptive qualitative analysis of students' reflection journals. Data were collected between August 2019 and July 2020 to gauge course effectiveness. Quantitative data obtained from the questionnaires were analyzed using a t-test, correlation, and regression analysis. Qualitative data using students' reflective journals were collected and analyzed using content analysis. One hundred and three second-year nursing students enrolled in a four-year nursing program. Nursing students attended classes in university classrooms and served learning in a kindergarten or hospital in Northern Taiwan.
The subscales of Students' Learning Outcome in knowledge, abilities, and attitudes showed significantly higher mean post-test scores compared to pre-test scores: 26.15 (SD = 3.35) vs. 16.82 (SD = 4.49), p < .001; 18.03 (SD = 2.13) vs. 11.43 (SD = 2.95), p < .001; and 12.90 (SD = 2.12) vs. 8.72 (SD = 2.52), p < .001. Furthermore, scores on the Service-Learning Abilities Scale indicated a significant increase in communication, problem-solving, knowledge application, and cross-cultural competence. Integrating instruction to improve problem-solving skills and knowledge application predicts student learning outcomes. Qualitative findings revealed nursing students' reflections on integrating different learning areas, communication, problem-solving, and practical knowledge skills.
Integration of interdisciplinary learning effectively stimulates learning among nursing students and enhances their knowledge, abilities, and attitudes toward therapeutic play, benefiting children's health. Our findings demonstrate that integration of interdisciplinary learning significantly enhances nursing students' healthcare-giving competence, particularly in communication, problem-solving, knowledge application, and cross-cultural competence as measured by the Service-Learning Scale. Integrating social service with integration of interdisciplinary learning exposes nursing students to diverse challenges and needs, thereby enhancing their communication skills, knowledge application, and problem-solving abilities. Nursing students can blend knowledge and skills through integrated learning, which is crucial for nursing career preparation.
N/A. It was a survey on educational activities.
众所周知，跨学科合作可促进专业创新并提升不同领域学生的学习效果。然而，关于跨学科学习融入儿科护理教育有效性的研究有限。因此，本研究旨在探讨将基于游戏的学习（一种跨学科教学方法）融入儿科护理教育游戏课程的有效性。
我们采用了混合方法研究，包括前测/后测定量分析以及对学生反思日志的描述性定性分析。于2019年8月至2020年7月收集数据以评估课程效果。对问卷获得的定量数据进行t检验、相关性分析和回归分析。对学生反思日志中的定性数据进行收集并采用内容分析法进行分析。103名就读于四年制护理专业的二年级护理学生参与研究。护理专业学生在大学教室上课，并在台湾北部的一所幼儿园或医院进行学习实践。
学生学习成果在知识、能力和态度方面的子量表显示，后测平均得分显著高于前测得分：26.15（标准差=3.35）对16.82（标准差=4.49），p<0.001；18.03（标准差=2.13）对11.43（标准差=2.95），p<0.001；以及12.90（标准差=2.12）对8.72（标准差=2.52），p<0.001。此外，服务学习能力量表得分表明在沟通、解决问题、知识应用和跨文化能力方面有显著提高。整合教学以提高解决问题的技能和知识应用可预测学生的学习成果。定性研究结果揭示了护理专业学生对整合不同学习领域、沟通、解决问题和实践知识技能的反思。
跨学科学习的整合有效激发了护理专业学生的学习积极性，并提升了他们对治疗性游戏的知识、能力和态度，有益于儿童健康。我们的研究结果表明，跨学科学习的整合显著提高了护理专业学生的医疗服务能力，特别是通过服务学习量表衡量的沟通、解决问题、知识应用和跨文化能力。将社会服务与跨学科学习整合使护理专业学生面临各种挑战和需求，从而提高了他们的沟通技巧、知识应用和解决问题的能力。护理专业学生可以通过整合学习融合知识和技能，这对护理职业准备至关重要。
无。这是一项关于教育活动的调查。
