Qualitative Assessment of a Blended Learning Intervention in an Undergraduate Nursing Course

混成學習介入大學護理課程之質性評估

許麗齡(Li-Ling Hsu)

《The Journal of Nursing Research》 20卷4期 (2012/12) Pp. 291-299

https://doi.org/10.1097/JNR.0b013e31827363bc

摘要

背景　全球健康照護環境的發展及變遷，使得護理人員面臨新的倫理議題。由於混成學習的多元性，使其適用於傳遞有意義的學習經驗。因此，運用混成學習於護理倫理教育是必要的，得以協助護理學生揣摩專業護理人員的角色。然而，經文獻查證少有研究探討護理學生參與混成學習倫理課程的學習經驗。目的　本研究在於瞭解護理學生對混成學習於倫理課程之反應及對學習之影響。方法　研究方法採質性研究。以深度訪談法訪談28位已修習護理倫理課程的女性護理學生；訪談時間約50－100分鐘。研究者於2009年以深度訪談進行資料收集。結果　內容分析顯示，護理學生結合混成學習於倫理課程經驗，可歸納出六個主題及十三個次主題，包括：增強思考能力、改進問題解決技能、引發實務反思、知覺作業負荷、鼓勵主動學習、識別護理價值。總結護理學生對混成學習於倫理課程之經驗是肯定的。結論／實務應用　大部份學生於學習過程變得更主動，而且思考更具批判性，學會後設認知能力及決策能力之運用。此外，護理學生之學習經驗將可作為未來混成學習模組規劃之指引方向。

關鍵字

混成學習 ； 護理課程 ； 質性研究 ； 護理倫理

並列摘要

Background: Nurses are experiencing new ethical issues because of global developments and changes in the healthcare environment. Blended learning is one of the various methods used to deliver meaningful learning experiences. Well-designed, properly administered nursing ethics education is essential for nursing students to visualize the role of professional nurses. However, a literature review shows that only a few existing studies have touched on the subject of nursing student experiences with blended learning in a nursing ethics course.Purpose: This study examines how undergraduate nursing students respond to a blended learning approach in a nursing ethics course and how blended learning affects the learning process.Methods: We used a qualitative research design with in-depth interviews. Participants included 28 female undergraduate nursing students who had completed the nursing ethics course. Each interview lasted 50-100 minutes. The researcher conducted all interviews in 2009.Results: The researcher identified six major themes and 13 subthemes from the data. The six themes included (a) enhancing thinking ability, (b) improving problem-solving skills, (c) reflecting in and on practice, (d) perceiving added workload, (e) encouraging active learning, and (f) identifying the value of nursing. Participants felt that the blended learning experience was a generally positive experience.Conclusion: Most participants appreciated the opportunity to take a more active role in the learning process, think about issues profoundly and critically, and exercise metacognitive powers in the thinking and decision-making process. Study findings may suggest productive ideas for fine-tuning blended learning models.

並列關鍵字

blended learning ； nursing course ； qualitative study ； nursing ethics

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