A study of E-learning for problem-solving thinking for nurses

设计了一个基于E-learning支持PBL的教学模块，并开发了一个原型系统。本研究针对慢性成人疾病、社区卫生、职业卫生、基础护理、急性成人疾病、精神心理卫生及儿童卫生等领域，开发了护理教育电子学习教材，并在计算机实验室的个人计算机上，对三年级护生进行了电子学习PBL教学法的测试。在课后调查中，大多数学生（超过90%）对解决问题的方法（即，使用对话形式的插图和叙述的案例场景）。该方案产生了有效的结果，作为理解和创造病人形象的手段。本研究以全国10所护理院校1920名护理本科生为调查对象，调查了护理本科生对信息技术的实际使用情况及对网络学习的期望，调查结果显示，学生对网络学习的认知度为86.4%。在这次调查中，受访者拥有移动电话（99.3%）、个人电脑（40.6%）以及使用互联网和电子邮件的经验（97.6%）。换句话说，几乎所有的学生都在使用通信设备，并根据需要选择适当的设备，如用于通信的蜂窝电话和用于信息的个人计算机。对网络学习的期望似乎随着学年的进步而增加，例如“健康教育信息搜索”和现场临床培训之前和期间的知识和技能确认。结果表明，需要适当的信息技术系统和与学年进步相对应的护理教育网络学习计划。

A teaching-learning module using E-learning to support problem-based learning (PBL) was designed, and a prototype system. E-learning materials for nursing education were developed for fields of chronic adult disease, community health, occupational health, fundamental nursing, acute adult disease, psychiatric mental health and child health.The system was tested with third-year nursing students in a class employing the method using the E-learning PBL on a personal computer in a computer Lab. In a after-class survey, the majority of the students (over 90%) responded positively to the method of problem-solving (i.e., case scenarios using illustrations and narrations in a dialog form). The program produced an effective result as s means to understanding and creating images of patients. Yet, only 50〜60% of the students, however, answered that they were able to identify nursing problem of patients.A survey was conducted on the actual use of information technologies by student nurses and their expectation from E-learning employing 1920 undergraduate nursing students (the response rate was 86.4%) at 10 schools of nursing selected nationwide. Respondents in this survey had cellular phones (99.3%), personal computers (40.6%), and experiences in using Internet and E-mail (97.6%). In other words, almost all the students were utilizing communication devices and were selecting appropriate devices depending on the need, such as cellular phones for communication and personal computers for information. The expectation from E-learning seemed to increase with the advancement in school years m such areas as "search for information for health education" and confirmation of knowledge and skill prior to and during onsite clinical trainings" The results suggested that there is a need for adequate information technology systems and for E-learning programs which correspond to the advancement in school years in the nursing education