Yang Fu-Chi, Chen Hsiao-Mei
Department of Healthcare Industry Technology Development and Management, College of Management, National Chin-Yi University of Technology, Taichung 411030, Taiwan.
Liberal Education Center, College of General Education, National Chin-Yi University of Technology, Taichung 411030, Taiwan.
Nurs Rep. 2025 Jul 25;15(8):267. doi: 10.3390/nursrep15080267.
As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students' willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) ( = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students' competencies in older adult care. Future research should explore long-term and cross-cultural impacts.
随着人口老龄化加速，对老年护理专业人员的需求持续上升。传统教学方法往往无法提高学生服务老年人的意愿或培养团队合作精神。本研究评估了将翻转课堂与基于项目的学习（PBL）以及实践临床实习融入健康实习课程的效果。采用了混合方法设计。参与者包括88名跨学科大学生，他们参加了2023年8月至2024年7月在台湾中部一所大学开设的为期18周、2学分的老年健康实习课程。该课程结合了翻转课堂和PBL方法以及临床实习活动。使用结构化问卷收集了关于服务老年人的意愿、团队合作技能和学习成果的数据，并通过配对t检验进行分析。结果发现，在意愿（从68.93提高到73.15）、团队合作（从67.33提高到71.45）和学习成果（从89.84提高到102.14）方面有显著改善（ = 0.001）。定性研究结果进一步揭示了同理心增强、团队合作改善以及在实际情境中应用知识的能力提高。将翻转课堂、PBL和临床实习相结合的教学方法可以有效提高学生在老年护理方面的能力。未来的研究应探讨长期和跨文化影响。
