基于探究共同体的护理学专业混合式课程学习成效及其影响因素研究

doi:10.3760/cma.j.cn115259-20240411-00384

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (6): 408-413.DOI: 10.3760/cma.j.cn115259-20240411-00384

基于探究共同体的护理学专业混合式课程学习成效及其影响因素研究

孙玉梅¹, 周强², 纪璇³, 赵国栋⁴

¹北京大学护理学院内外科教研室,北京 100191;
²河北医科大学第三医院护理部,石家庄 050051;
³徐州医科大学护理学院助产学教研室,徐州 221004;
⁴北京大学教育学院教育技术系,北京 100871

收稿日期:2024-04-11 出版日期:2025-06-01 发布日期:2025-06-03
通讯作者: 赵国栋, Email: gdzhao@pku.edu.cn

Study on learning outcomes and its influencing factors in the blended courses based on the community of inquiry framework

Sun Yumei¹, Zhou Qiang², Ji Xuan³, Zhao Guodong⁴

¹Medical-Surgical Nursing Department, School of Nursing, Peking University, Beijing 100191, China;
²Nursing Department, Third Hospital of Hebei Medical University, Shijiazhuang 050051, China;
³Department of Midwifery, College of Nursing, Xuzhou Medical University, Xuzhou 221004, China;
⁴Department of Educational Technology, School of Education, Peking University, Beijing 100871, China

Received:2024-04-11 Online:2025-06-01 Published:2025-06-03
Contact: Zhao Guodong, Email: gdzhao@pku.edu.cn

摘要/Abstract

摘要： 目的以探究共同体为理论框架分析和探讨护理学专业混合式课程中的学习成效及其可能的影响因素。方法采用方便抽样于2022年10至11月对来自国内11所护理院校混合式课程中的3 841名全日制本科生进行问卷调查,收集学生对探究共同体各要素的评分以及对课程的感受和评价。采用配对t检验、Pearson相关分析和多元逐步回归分析处理数据。结果 3 841名学生所感知的探究共同体总分为(4.14±0.58)分,维度评分由高到低依次为教学存在[(4.28±0.63)分]、认知存在[(4.11±0.62)分]、社会存在[(3.97±0.65)分];课程作业量、课程难度、学习兴趣、学习收获、课程满意度、教师满意度评分分别为(2.93±0.75)分、(3.21±0.76)分、(3.40±0.78)分、(3.55±0.80)分、(4.24±0.71)分、(4.35±0.67)分。多元逐步回归分析结果显示,探究共同体的3个存在是学生学习兴趣、学习收获以及对课程和教师的满意度最重要的影响因素,学生的学习感受、不同课程等也有一定的影响(回归方程的调整后 R²分别为0.159、0.183、0.569、0.621)。结论护理学专业混合式教学设计有助于探究共同体的形成,而探究共同体的形成可有效提高学习效果和满意度,但社会存在的水平和积极作用还有待提升。探究共同体模型为高质量的混合式教学设计提供理论支撑和实践指导,值得进一步推广和探索。

关键词: 教学, 探究共同体, 学习成效, 混合式教学, 护理学教育, 本科生

Abstract: Objective To analyze the influencing factors of learning outcomes in the blended courses, and its relationship with the learning outcomes through the Community of Inquiry Framework. Methods A convenient sampling method was employed to enroll 3 841 full-time nursing undergraduates from 11 domestic nursing colleges and universities utilizing blended teaching from October to November 2022. The survey collected students′ ratings on various elements of the community of inquiry framework, as well as their perceptions and evaluations of the blended teaching. Data were analyzed using paired t-tests, Pearson correlation analysis, and multiple stepwise regression analysis. Results Among 3 841 students, the total score of inquiry community was (4.14±0.5), and the dimension scores from high to low were teaching presence (4.28±0.63), cognitive presence (4.11±0.62) and social presence (3.97±0.65); the score of amount of homework., course difficulty, learning interest, learning gains, satisfaction with the curriculum and teachers were (2.93±0.75), (3.21±0.76), (3.40±0.78), (3.55±0.80), (4.24±0.71), (4.35±0.67), respectively. The Results of multiple stepwise regression analysis showed that the three presences of community of inquiry were the most important influencing factors of students′ learning outcomes, while students′ feelings of learning, different courses also have a certain impact on the learning outcomes (adjusted R²respectively were 0.159,0.183,0.569,0.621). Conclusions Blended teaching design is conducive to the formation of the community of inquiry, and students′ perception of the community of inquiry can effectively improve the learning outcomes. The community of inquiry frame provides theoretical support and practical guidance for high-quality blended teaching design, which is worthy of further promotion and exploration.

Key words: Teaching, Community of inquiry, Learning outcomes, Blended teaching, Nursing education, Undergraduates

中图分类号:

R-05

孙玉梅, 周强, 纪璇, 赵国栋. 基于探究共同体的护理学专业混合式课程学习成效及其影响因素研究[J]. 中华医学教育杂志, 2025, 45(6): 408-413.

Sun Yumei, Zhou Qiang, Ji Xuan, Zhao Guodong. Study on learning outcomes and its influencing factors in the blended courses based on the community of inquiry framework[J]. Chinese Journal of Medical Education, 2025, 45(6): 408-413.

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基于探究共同体的护理学专业混合式课程学习成效及其影响因素研究

Study on learning outcomes and its influencing factors in the blended courses based on the community of inquiry framework

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