基于动机理论的老年人气道异物梗阻救护虚拟仿真实验教学设计与实践

doi:10.3761/j.issn.1672-9234.2023.04.005

摘要/Abstract

摘要：

目的探索基于动机理论的虚拟仿真实验教学设计与实践效果。方法基于动机理论，从注意（attention）、相关（relevance）、自信（confidence）、满足（satisfaction）4个维度开展虚拟仿真实验教学设计。采用目的抽样法，对207名护理专业本科生通过课前自学、课堂教学、课后巩固环节开展教学实践，并了解学习动机效果。结果虚拟仿真实验登录次数为（6.43±2.10）次，使用时长中位数为35 min，首次实验成绩为（73.01±28.58）分，最高实验成绩为（95.05±3.38）分，本次实验教学总成绩为（88.64±7.51）分。学生自评虚拟仿真实验学习的帮助程度均分为4.20分，感知到的趣味性为4.30分，学习参与程度为4.51分。学生反馈结果显示，虚拟仿真实验教学的临床情境较为真实，能够吸引注意；综合度高，促进知识整合；可反复试错；提高学习自信心。同时，希望增加案例种类与针对性的辅导以满足个性化学习需求。结论基于动机理论的虚拟仿真实验教学设计能够有效激发学生的学习动机，改善学生学习体验。

关键词: 教育, 护理, 学士, 急救, 虚拟仿真, 学习动机, 气道异物梗阻

Abstract:

Objective To explore the design and practice effect of virtual simulation experiment teaching based on motivation theory. Methods Two hundreds and seven nursing undergraduates were selected by purposive sampling. Then teaching practice through three steps were carried out，including pre-class online self-study，classroom teaching and after-class consolidation，after which，the teaching effect was investigated. Results The times of students logging in the virtual simulation experiments system was 6.43±2.10，the median duration was 35 min，the first experiment test score was 73.01±28.58，the highest experiment test score was 95.05±3.38，and the total experimental teaching score was 88.64±7.51. The students’ self-assessment of the benefit degree of virtual simulation experiment learning was 4.20，the perceived interest was 4.30，and the degree of learning participation was 4.51. The feedback results of students showed that the clinical situation of the virtual simulation experiment was relatively close to the reality，with high comprehensive and repeatable，which could attract students’ attention，promote knowledge integration，and improve learning self-confidence. At the same time，students hoped to add the types of cases and targeted guidance to meet the personalized learning needs. Conclusion The virtual simulation experiment teaching design based on motivation theory can effectively stimulate students’ learning motivation.

Key words: Education, Nursing, Bachelor, First Aid, Virtual simulation, Learning motivation, Airway foreign body obstruction

林丹, 戎有和, 孙蓉, 柏亚妹, 张艺雄, 潘娅岚. 基于动机理论的老年人气道异物梗阻救护虚拟仿真实验教学设计与实践[J]. 中华护理教育, 2023, 20(4): 415-420.

LIN Dan, RONG Youhe, SUN Rong, BAI Yamei, ZHANG Yi-xiong, PAN Yalan. Design and practice of virtual simulation experiment teaching for rescue of airway foreign body obstruction in the elderly based on motivation theory[J]. Chinese Journal of Nursing Education, 2023, 20(4): 415-420.

图/表 3

参考文献 15

[1]	郭文琼, 赵婉莉, 汤志梅, 等. 气道异物梗阻急救的教学实践[J]. 中华医学教育探索杂志, 2018, 17(9):930-933.
	Guo WQ, Zhao WL, Tang ZM, et al. Exploration of teaching practice of foreign body airway obstruction first aid[J]. Chin J Med Educ Res, 2018, 17(9):930-933.
[2]	李震彪. 本科教学虚拟仿真实验之思考[J]. 实验技术与管理, 2019, 36(9):5-7.
	Li ZB. Thinking on virtual simulation experiments for undergraduate teaching[J]. Exp Technol Manag, 2019, 36(9):5-7.
[3]	Kim KJ, Frick TW. Changes in student motivation during online learning[J]. J Educ Comput Res, 2011, 44(1):1-23. doi: 10.2190/EC.44.1.a
[4]	Keller JM. Development and use of the ARCS model of instructional design[J]. J Instr Dev, 2008, 10(3):2-10.
[5]	王胥人, 张华, 桂莉. ARCS动机模型的应用及对护理教学的启示[J]. 解放军护理杂志, 2019, 36(9):38-41.
	Wang XR, Zhang H, Gui L. Application of ARCS motivation model and its enlightenment of nursing teaching[J]. Nurs J Chin PLA, 2019, 36(9):38-41.
[6]	郭德俊, 马庆霞, 赵凤贞, 等. 《ARCS兴趣问卷》的编制[J]. 心理发展与教育, 2000, 16(2):33-37.
	Guo DJ, Ma QX, Zhao FZ, et al. Design of ARCS interests scak[J]. Psychol Dev Educ, 2000, 16(2):33-37.
[7]	Cheng A, Rodgers DL, van der Jagt É, et al. Evolution of the Pediatric Advanced Life Support course:enhanced learning with a new debriefing tool and Web-based module for Pediatric Advanced Life Support instructors[J]. Pediatr Crit Care Med, 2012, 13(5):589-595. doi: 10.1097/PCC.0b013e3182417709
[8]	Chabrera C, Dobrowolska B, Jackson C, et al. Simulation in nursing education programs:findings from an international exploratory study[J]. Clin Simul Nurs, 2021, 59:23-31. doi: 10.1016/j.ecns.2021.05.004
[9]	Luo D, Yang BX, Liu Q, et al. Nurse educators perceptions of simulation teaching in Chinese context:benefits and barriers[J]. PeerJ, 2021, 9:e11519. doi: 10.7717/peerj.11519
[10]	李红梅, 田朝霞, 张红, 等. 虚拟仿真训练在基础护理学教学中的应用[J]. 中华护理杂志, 2017, 52(3):275-279.
	Li HM, Tian ZX, Zhang H, et al. Application of virtual simulation technology in basic nursing teaching[J]. Chin J Nurs, 2017, 52(3):275-279.
[11]	羊洋, 袁艺标, 曹恒畅, 等. 基于跨专业教育理念的创伤虚拟仿真实验项目的开发与应用[J]. 中华护理教育, 2022, 19(7):597-603.
	Yang Y, Yuan YB, Cao HC, et al. The development and application of a virtual simulation experiment program based on the concept of interprofessional education[J]. Chin J Nurs Educ, 2022, 19(7):597-603.
[12]	冯晓英, 曹洁婷, 黄洛颖. “互联网+”时代混合式学习设计的方法策略[J]. 中国远程教育, 2020(8):25-32,54,77.
	Feng XY, Cao JT, Huang LY. Designing blended learning in the Internet plus era[J]. Distance Educ China, 2020(8):25-32,54,77.
[13]	Oriot D, Alinier G. 模拟医学复盘手册(中文翻译版)[M]. 李崎,译. 北京: 人民卫生出版社, 2020.
[14]	曾超珍, 刘志祥, 徐刚标. 基于ARCS模型激发研究生学习动机的探讨:以遗传学专业硕士研究生培养为例[J]. 现代农业科技, 2019(5):244-246.
	Zeng CZ, Liu ZX, Xu GB. Stimulating learning motivation of postgraduate students based on ARCS model:taking cultivation of postgraduate students of genetics as an example[J]. Mod Agric Sci Technol, 2019(5):244-246.
[15]	Cai X, Li Z, Zhang J, et al. Effects of ARCS model-based motivational teaching strategies in community nursing:a mixed-methods intervention study[J]. Nurse Educ Today, 2022, 119:105583. doi: 10.1016/j.nedt.2022.105583