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Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions

机译：基于ASQ的翻转学习对护士从业学习者的护理技巧，学习成果和学习认识的影响

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摘要

Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on the collected information is a widely adopted approach in nursing training. In a nursing skills course, the flipped learning method shifts the lecture time to the before-class time, allowing more time for teachers' guidance and skills practice in the class. However, if students do not have in-depth understanding in the individual learning space, their learning achievement is often not as expected. In this study, an ASQ (Annotation, Summarizing and Questioning)-based flipped learning strategy for nursing skills training is proposed to engage nurse practitioners (NPs) in deep and effective learning. Moreover, an experiment was conducted to evaluate the effects of the proposed approach on learners' learning achievement, nursing skills, self-efficacy, cognitive load, and critical thinking tendency. The experimental results showed that the approach not only improved NPs' nursing skills, but also significantly increased their self-efficacy and critical thinking tendency.
机译：培训和审查医疗保健从业者的护理技能，通过在环境中的环境中，以与培训的模拟患者互动并根据收集的信息制定所需的决定是在护理培训中得到广泛采用的方法。在护理技能课程中，翻转的学习方法将讲座时间转移到课程时间，允许更多时间在课堂上进行教师的指导和技能实践。但是，如果学生在个人学习空间中没有深入了解，他们的学习成就通常不会那样预期。在这项研究中，建议在深度和有效的学习中聘请护理技能培训的ASQ（注释，概述和质疑）被录制的护理技能培训的学习策略。此外，进行了一个实验，以评估提出的方法对学习者学习成果，护理技巧，自我效能，认知载荷和批判性思维倾向的影响。实验结果表明，该方法不仅改善了NPS的护理技巧，而且显着提高了自我效能和临界思维倾向。

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