- 期刊
Exploring Learning Outcomes in Building Dysphagia Care Competence with Augmented Reality-based Digital Learning Materials
應用AR數位學習教材建構吞嚥照護能力的學習成效
摘要
Objective: To investigate student learning outcomes when augmented reality (AR)- based digital learning materials are used to build skills in dysphagia care, with the overarching goal of improving the professional competence of part-time nursing students. Methods: This study employed a two-group, pretest-posttest experimental design. The interventional group comprised a class of 126 part-time nursing students; the control group comprised a class of 71 students in the same educational program and grade level. For the innovative teaching course, a new electronic textbook incorporating AR constituted the primary course material; the course materials were rendered into a handy, portable pocket manual for the part-time class serving as the control group, to facilitate comparison with the innovative teaching setting. Results: At the end of the course, students completed a self-evaluation using a Likert scale ranging from 1 to 5 points, with an average score of 4.50 points (standard deviation (SD) = 0.62). Student satisfaction with faculty instruction rated an average score of 4.85 points (SD = 0.36). Course satisfaction rated an average of 4.79 points (SD = 0.44). Paired t test analysis of the dysphagia care knowledge assessment results found a statistically significant improvement on Items 4 and 5 as well as on the overall score: t = -4.137 (P<.000), t = -2.161 (P<.033), and t = -2.573 (P<.012), respectively. Furthermore, independent t-test analysis of the two groups' posttest questionnaires revealed a significant difference on Items 2 through 5 (p = 0.000-0.041). Also, a survey concerning attitudes toward clinical dysphagia care yielded an average score of 2.40 points, which suggests that the majority of nursing students hold positive attitudes toward caring for dysphagia patients and collaborating with the health care team. Conclusions: The findings indicate that nursing students who received a multimedia-based electronic textbook that incorporates AR performed better on assessments of professional knowledge regarding dysphagia care than those who received only a hard copy of the instructional manual. In addition, the students also became more proactive in caring for dysphagia patients and collaborating with the health care team as a result of building professional competence in dysphagia care. Therefore, innovative multimedia-based educational materials could improve nursing students' learning efficiency and professional nursing skills.
並列摘要
目的：本研究探討應用AR數位學習教材建構吞嚥照護能力的學習成效， 以提高護理系進修班學生臨床吞嚥護理專業能力。方法：採雙組前後測實驗性研究設計，教學實驗組以進修班學生為開課對象，共126位學生；對照組為同學制同年級進修班班級，有71位學生。實驗組介入創新教學班級以擴增實境（AR）融入電子書建構新式教材為主要教學媒材；同時以吞嚥照護教材製作成隨手應用之口袋手冊於對照之進修班級，提供創新教學之參照。結果：課程結束後學生自我評量學習狀態以Likert Scale 1～5分進行評量，結果平均得分為4.50分（SD=0.62）。在教師教學滿意度部分平均得分為4.85分（SD=0.36）。課程教滿意度調查平均得分為4.79分（SD=0.44）。而在吞嚥照護知識量表以Pair t test 進行分析，發現實驗組在第四、五題及總分數進步達統計上之顯著差異，t=-4.137（P＜.000）；t=-2.161（P＜.033）；t=-2.573（P＜.012）。而在兩組組間後測知識量表以獨立t檢定分析發現，題項二至五得分都有統計顯著之差異（P = 0.000～0.041）。此外，臨床吞嚥照護態度調查得分平均值為2.40分，表示大部分的同學對於照護吞嚥障礙個案與專業團隊成員合作態度多持正向意願。結論： 研究結果發現吞嚥照護專業知識學習效果上，接受AR融入數位科技的電子書教材的護生表現，較接受紙本衛教指導手冊的護生為佳。學生對照顧吞嚥困難患者和與專業團隊合作的態度，也因著吞嚥困難照護專業能力的建構而變得積極，創新數位教學教材能有助於提高護生的學習效率和專業護理能力。