發展以情境為基礎兒科護理課程之混成線上學習並探討學習成效

目的：本研究發展以情境為基礎之嬰幼兒健康照護線上課程並評值其成效。方法：研究為期一年分兩階段，第一階段以行動研究法進行數位教材發展，第二階段為課程介入實施及成效評量，研究設計採單組前後測，類實驗法。對象為北部某大學護理系二技學生（N= 47）。課程介入方法採混成線上學習，學生課前以非同步線上檢視案例影片媒材，並以google表單了解學習者的先備知識，課堂內以即時反饋系統（Kahoot！）進行形成性評量；再透過小組同儕間的討論情境案例等策略形成議題、統整知識。課程結果成效評量方法是以學習成效量表前後測，及質性資料。結果：學習成效評量整體平均分數由3.91（SD=0.63）提升至4.46（SD=1.01）並有統計顯著（p值＜.05）。幼兒健康照護認知測驗後測平均成績雖優於前測，但未達統計顯著差異（p =.06）。質性資料分析學生表示彈性多元的混成學習環境有助學習。結論：本研究發展出適用於大學生護理課程的混成學習方式，結果可提供給護理教師作為未來在線上混成學習課程設計之參考。

關鍵字

嬰幼兒健康照護；情境學習；混成數位學習

並列摘要

Purpose: This study aimed to develop a situation-based infant and toddler health care online course and to evaluate its effectiveness. Methods: This one-year study was divided into two stages. For stage 1, this study used action research to develop e-learning teaching materials; for stage 2, it implemented a course intervention and evaluated its effectiveness. For this quasi-experiment, a one-group pretest-posttest design was employed. The research subjects comprised second-year technical program students (N = 47) from the Department of Nursing of a certain university in northern Taiwan. The course intervention method adopted blended online learning. Before the class, students were asked to view the case video materials online asynchronously. In addition, a Google form was adopted to understand learners' prior knowledge, and an instant feedback system (Kahoot!) was used in the classroom to conduct formative assessments. Group discussions on situational cases among peers were employed to develop issues for discussion and to summarize knowledge. The pre and posttests of the learning effectiveness scale and qualitative data were used to evaluate the course's effectiveness. Results: Upon evaluation, the learning effectiveness overall mean score increased from 3.91 (SD = 0.63) to 4.46 (SD = 1.01), which is statistically significant (p value <.05). Although the posttest score of the toddler health care cognitive test was superior to the pretest score, the difference did not reach a statistical significance (p = .06). According to the qualitative data analysis, students indicated that a flexible, diversified blended learning environment was beneficial to learning. Conclusions: TThis study developed a blended learning method suitable for college students in nursing courses. The results can serve as reference to design future online blended learning courses.

並列關鍵字

Child Health Care ； Situation-Based Learning (SBL) ； Blended E-Learning

參考文獻

陳孟君、洪嫦巧、朱翠萍（2021）．「可信賴專業活動」於臨床護理教育之探討與實務應用．高雄護理雜誌，38(2)，31-39。https://doi.org/10.6692/KJN.202108_38(2).0003

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被引用紀錄

徐瑩媺（2023）。精神科護理課程融入混成問題導向學習於臨床推理能力之成效。精神衛生護理雜誌，18(2)，24-34。https://doi.org/10.6847/TJPMHN.202312_18(2).04

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