混成學習運用於護理課程學生學習成效之研究—以專業與倫理課程為例
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 混成學習運用於護理課程學生學習成效之研究—以專業與倫理課程為例 The effectiveness of applying blended learning to the nursing course of profession and ethics. |
呂姿瑤 | 許麗齡博士 |
| [ 摘要 ] | ||
| 倫理學的學習，能夠幫助個體於生活當中面臨價值判斷與決定過程時，做出合乎人際的抉擇。專業與倫理為執業的倫理標準，更是護理學生養成訓練當中重要的一環，除了知識的獲得，更要能夠內化於心中；為了因應護理課程的規劃與快速變遷的醫療照護環境，專業與倫理之教學必須有別於以往。因此，本研究之目的主要在探討大學專業與倫理課程當中，融入混成學習，評估其教學效果。研究方法採類實驗設計；研究對象為某大學護理系學生，共212人；實驗組89人接受十八週的介入課程，包含課室教學與網站學習(影片、討論區)；對照組123人採取傳統課室教學。於課程介入實施前後，兩組皆接受前後測。測量工具為案例分析自我評量表、案例分析態度量表、學習滿意度量表；以SPSS 15.0統計軟體進行資料分析，描述性統計以次數分佈、百分比、平均值、標準差等分析，推論性統計則以independent t-test、paired t-test及Spearman’s rank correlation等統計方法考驗。研究結果顯示：倫理案例分析自我評量方面實驗組及對照組由paired t-test檢定，皆呈現顯著差異，但實驗組學生在案例分析自我評量分數進步程度優於對照組學生(3.11分＞2.80分)；於倫理案例分析態度方面實驗組未呈現顯著差異(t =0.797，p＞.05)，對照組則呈現分數顯著下降之情形(t =-2.377，p＜.05)，此外，實驗組進步程度優於對照組學生(0.19分＞-0.52分)；另外，實驗組之學習滿意度與成績為正相關(r=0.19，p＞.05)。本研究結論為：混成學習介入可運用於專業與倫理課程，本研究顯示實驗組在案例分析自我評量及案例分析態度之分數進步程度均優於對照組；此外，混成學習介入之學習滿意度與學業成績呈現正相關。未來可將混成學習教學法整合應用於護理課程中，增加學習者的興趣與正向互動，以提升學習成效。此外，建議日後的研究可擴大研究對象，進行長期追蹤，評量混成學習介入之成效。 | ||
| [ Abstract ] | ||
| The study of ethics is intended to assist individuals in making value judgments and decisions in everyday life. Professional capacities and ethics are what make an individual a professional nurse, and development of these two qualities constitutes a core part of nursing education. In addition to the acquisition of knowledge, it is also important for nursing students to be able to practice what they have learned. It is important to revolutionize professional courses and ethics courses in nursing education to accommodate different needs arising from a fast-changing world of healthcare. Therefore, this study aims to incorporate blended learning into professional nursing and ethics courses in college to examine the results. Using non-equivalent pre-test/post-test design, the study involves 212 college nursing students. The 89-member experimental group was subject to an 18-week intervention program in the form of classroom teaching and online learning (videos and online forums), whereas traditional classroom teaching was arranged for the 123-member control group. Both groups took a pre-test and a post-test before and after the intervention program. Measurement tools include self-evaluation scale, attitude scale, and learner satisfaction scale. Data analysis was conducted with SPSS 15.0. Presentation of descriptive statistics contains frequency distribution, percentage, mean, and standard deviation. Inferential statistics comes from independent t-test, paired t-test, and Spearman’s Rank Correlation. Results are as follows: 1. Significant differences were identified in the paired T test On self-evaluation, the experimental group showed greater progress in scale scores than the control group (3.11 points as opposed to 2.80 points). 2. In the paired T test on attitude, no significant difference was identified among the experimental group (t=0.797, p＞.05), whereas the control group displayed an apparent decline in scores (t=-2.377, p＜.05). The experimental group showed a greater improvement in scores compared to the control group (0.19＞-0.52). 3. There is a positive correlation between learner satisfaction on blended learning and learner performance in ethics course (r=0.19, p＞.05) in this study. The following conclusions are drawn from this study: (1)Blended learning as an intervention is applicable to both professional courses and ethics courses. As indicated in this study, the experimental group displayed a larger improvement in self-evaluation and attitude scores compared to the control group.(2)Blended learning as an intervention would yield greater learner satisfaction, and a positive correlation exists between learner satisfaction and learner performance. Therefore, blended learning may be incorporated into nursing courses as a way of stimulating learner interests and positive interactions to enhance learner performance. In addition, a larger pool of research participants combined with a longer period of follow-up would render a more precise assessment of the effects of blended learning as an intervention. | ||