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研究生:郭慧中
研究生(外文):Hui-Chung Kuo
論文名稱:情境模擬教材之回饋訊息設計對學習成效影響研究—以兒科急性腸胃炎護理為例
論文名稱(外文):Learning Effects of Feedback Design on Situational Simulation for Acute Gastroenteritis Nursing Practice
指導教授:計惠卿計惠卿引用關係
指導教授(外文):Hueyching Janice Jih
學位類別:碩士
校院名稱:國立新竹教育大學
系所名稱:數位學習科技研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
畢業學年度:97
語文別:中文
論文頁數:90
中文關鍵詞:情境模擬數位教材急性腸胃炎兒科護理
外文關鍵詞:Situational Simulatione-LearningAcute GastroenteritisPediatric Nursing
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對於護理人員而言, 臨床實習所經歷的真實情景與護理課堂所傳授的相距頗遠,因此,學理與臨床無法配合是當前護理生的學習困擾之一,而國內外研究亦指出模擬教學已被認定在臨床教學上為一種有效的方法。
本研究希望透過兒科急性腸胃炎之情境模擬式數位教材設計不同回饋版本,針對某大學護理科四年級學生進行實證教學研究,探討該數位教材之(1)回饋內容類型-結果回饋知識(knowledge of results feedback)和正確反應知識(knowledge of the correct response)以及(2)提供回饋時機-立即回饋(immediately feedback)及延遲回饋(delay feedback)的不同回饋組合是否對於學習成效有顯著差異? 並探討研究對象使用不同回饋設計版本之後,對教材的觀感差異狀況。
研究結果發現:(1)情境模擬式數位教材的不同回饋內容及不同回饋時機,對學習成效無交互作用。(2)不同回饋內容對學習成效有顯著差異,可推論提供回饋解說的教材版本有助提高後測成績。(3)不同回饋時機對學習成效無顯著差異,顯示立即回饋或延遲回饋,對後測成績無顯著影響。(4) 使用不同回饋版本的學生對教材觀感態度無顯著差異,根據問卷統計,發現無論使用哪一種版本,其對教材滿意度皆有很高的評價。
The reality, stress and anxiety occurred in clinical experience is quite different from what happened in nursing school. Simulation is one of effective instructional intervention for pre-service nursing educaiton.
The purpose of this research is to identify the effects of feedback design on situational simulatiom courseware. Based upon two aspects of feedback design, naming feedback format (knowledge of results feedback vs. knowledge of the correct response) and feedback timing (immediately feedback vs. delay feedback), four versions of situational simulation courseware were developed and were implemented to a junior college nursing students.
The following points were found in this study:
1. There was no significant difference on the interaction of the the target students’ learning outcomes between the different feedback design types of ‘feedback format’ and ‘feedback timing’.
2. There was significant difference on the target students’ learning outcomes of the comparing feedback design types between ‘knowledge of results feedback’ and ‘knowledge of the correct response’.
3. There was no significant difference on the the target students’ outcomes of the comparing feedback design types between ‘immediately feedback’ and ‘delay feedback’.
4. There was no significant difference on the the target students’ outcomes of the learning attitudes survey, comparing feedback design types.
第一章 緒論…………………………………………………………1
第一節、研究動機與背景……………………………………………1
第二節、研究目的與問題……………………………………………4
第三節、研究範圍與限制……………………………………………5
第四節、名詞釋義……………………………………………………6
第二章 文獻探討……………………………………………………8
第一節、護理教育與模擬教學………………………………………8
一、護理教育問題……………………………………………………8
二、護理教學改革與模擬教學之發展趨勢…………………………10
第二節、情境模擬教學………………………………………………13
ㄧ、模擬類型…………………………………………………………13
二、模擬機制…………………………………………………………19
三、情境模擬…………………………………………………………21
四、情境模擬教學的優點與限制……………………………………24
第三節、回饋設計與學習成效………………………………………26
一、回饋的定義………………………………………………………26
二、回饋內容與型式對學習成效之影響……………………………26
三、回饋時機對學習成效之影響……………………………………30
第三章 研究設計……………………………………………………33
第一節、研究架構……………………………………………………33
第二節、研究設計……………………………………………………35
一、實驗設計…………………………………………………………35
二、研究對象…………………………………………………………37
第三節、研究工具……………………………………………………38
一、兒科急性腸胃炎護理情境模擬式數位教材……………………38
二、學習成效測驗卷…………………………………………………46
三、教材觀感態度問卷………………………………………………48
第四節、實施程序……………………………………………………50
一、研究步驟與時程…………………………………………………50
二、實驗流程…………………………………………………………51
第五節、資料處理與分析……………………………………………52
第四章 研究結果……………………………………………………53
第一節、描述統計……………………………………………………53
第二節、情境模擬式數位教材的不同回饋內容及不同回饋時機對學習成效的交互作用………………………………………………………………59
第三節、情境模擬式數位教材之觀感態度分析……………………61
第四節、研究發現……………………………………………………64
一、不同回饋設計對學習成效之分析結果…………………………64
二、對教材觀感態度之分析結果……………………………………66
第五章 研究結論與建議……………………………………………68
第一節、研究結論……………………………………………………68
ㄧ、回饋設計與學習成效……………………………………………69
二、教材觀感態度……………………………………………………70
三、教材設計…………………………………………………………71
第二節 研究建議 ……………………………………………………72
一、教學設計與策略之相關建議……………………………………72
二、針對情境模擬數位教材設計之建議……………………………74
三、未來研究方向之建議……………………………………………75
參考文獻………………………………………………………………76
ㄧ、英文參考文獻……………………………………………………76
二、中文參考文獻……………………………………………………80
附 錄 …………………………………………………………………82
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