Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial
Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial
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DOI：
10.1016/j.ijnurstu.2018.02.005
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发表时间：
2018-06-01
影响因子：
8.1
通讯作者：
Lohan, Maria
中科院分区：
文献类型：
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作者：
McCutcheon, Karen;O'Halloran, Peter;Lohan, Maria
背景：世界卫生组织和其他组织认识到需要在卫生专业教育中引入临床监督教育，作为改善患者安全和患者护理的中心策略。在线和混合学习方法在高等教育中的应用呈指数级增长，对这些方法的系统评估将有助于理解如何最好地教授临床监督。目的：本研究旨在检验采用混合学习方式进行临床督导技能培训的本科护生在临床督导动机、态度、临床督导知识和学习方法满意度方面是否高于单纯采用在线教学方式的本科护生。设计：仅限测试后的随机对照试验。方法：参与者为一所英国大学的122名预注册护士，随机分为在线学习对照组（n = 60）和混合学习干预组（n = 62）。混合学习干预组参加面对面辅导和在线临床监督员技能培训应用程序。在线学习对照组参加在线讨论论坛和相同的在线临床监督员技能培训应用程序。结果测量为动机和态度，使用改进的曼彻斯特临床监督量表，知识使用10分多项选择问卷，满意度使用大学培训评估工具。采用独立t检验进行统计学分析，比较对照组与干预组均数的差异。专题分析用于分析对开放式问题的回答。结果：我们的三个研究假设都得到了证实。与在线组（m = 79.5, sd = 9.69, n = 60）相比，通过混合学习方法接受临床督导技能培训的参与者在动机和态度方面得分更高(m) = 85.5，标准差（sd) = 9.78，参与者人数(n) = 62） （p = 0.001）。混合学习组在知识方面的得分（m = 4.2, sd = 1.43, n = 56）也高于在线学习组（m = 3.51, sd = 1.51, n = 57） （p = 0.015）；在满意度方面（m = 30.89, sd = 6.54, n = 57）与在线组（m = 26.49, sd = 6.93, n = 55）相比（p = 0.001）。定性数据支持结果。结论：与在线学习相比，混合式学习在本科护士临床督导技能教学方面具有更大的教学价值。世界范围内呼吁在本科卫生专业教育中扩大临床技能监督，以提高护理质量和患者安全，这些证据是及时的。
Background: The World Health Organisation amongst others recognises the need for the introduction of clinical supervision education in health professional education as a central strategy for improving patient safety and patient care. Online and blended learning methods are growing exponentially in use in higher education and the systematic evaluation of these methods will aid understanding of how best to teach clinical supervision.Objective: The purpose of this study was to test whether undergraduate nursing students who received clinical supervisee skills training via a blended learning approach would score higher in terms of motivation and attitudes towards clinical supervision, knowledge of clinical supervision and satisfaction of learning method, when compared to those students who received an online only teaching approach.Design: A post-test-only randomised controlled trial.Methods: Participants were a total of 122 pre-registration nurses enrolled at one United Kingdom university, randomly assigned to the online learning control group (n = 60) or the blended learning intervention group (n = 62). The blended learning intervention group participated in a face-to-face tutorial and the online clinical supervisee skills training app. The online learning control group participated in an online discussion forum and the same online clinical supervisee skills training app. The outcome measures were motivation and attitudes using the modified Manchester Clinical Supervision Scale, knowledge using a 10 point Multiple Choice Questionnaire and satisfaction using a university training evaluation tool. Statistical analysis was performed using independent t-tests to compare the differences between the means of the control group and the intervention group. Thematic analysis was used to analyse responses to open-ended questions.Results: All three of our study hypotheses were confirmed. Participants who received clinical supervisee skills training via a blended learning approach scored higher in terms of motivation and attitudes mean (m) = 85.5, standard deviation (sd) = 9.78, number of participants (n) = 62 compared to the online group (m = 79.5, sd = 9.69, n = 60) (p =.001). The blended learning group also scored higher in terms of knowledge (m = 4.2, sd = 1.43, n = 56) compared to the online group (m = 3.51, sd = 1.51, n = 57) (p =.015); and in terms of satisfaction (m = 30.89, sd = 6.54, n = 57) compared to the online group (m = 26.49, sd = 6.93, n = 55) (p =.001). Qualitative data supported results.Conclusion: Blended learning provides added pedagogical value when compared to online learning in terms of teaching undergraduate nurses clinical supervision skills. The evidence is timely given worldwide calls for expanding clinical skills supervision in undergraduate health professional education to improve quality of care and patient safety.