护理本科生对《内科护理学》智慧服务平台学习的需求分析  

Demand analysis of nursing undergraduates for the learning needs of the intelligent service platform for Internal Medicine Nursing

作　　者：张山 刘璐 吴瑛[1] ZHANG Shan;LIU Lu;WU Ying(School of Nursing,Capital Medical University,Beijing 100069,China)

机构地区：[1]首都医科大学护理学院,北京100069

出　　处：《护士进修杂志》2025年第6期585-592,610,共9页Journal of Nurses Training

基　　金：北京市高等教育学会立项面上课题(编号:MS2023147);首都医科大学教育教学改革研究重点课题(编号:2024JYZ003)。

摘　　要：目的了解护理本科生对基于知识图谱的《内科护理学》智慧服务平台(以下简称“智慧服务平台”)学习的需求。方法采用便利抽样法于2024年2—3月采用一般资料调查表、混合式教学线上学习个人需求调查问卷对首都医科大学119名护理本科生进行调查,并基于是否系统学习过该课程分为新生组(大一)48名和老生组(大二及以上年级)71名。结果(1)学习能力差距维度:学生自身的自主学习能力及自我控制能力评价占比最高的均为“一般”,分别为45.4%和50.4%。(2)学习者个体愿望维度:学生偏好智慧服务平台教学模式(80.7%),愿意(愿意+非常愿意)尝试智慧服务平台教学(89.1%),并期望(符合+非常符合)通过智慧服务平台教学激发自身学习积极性和主动性(73.1%)、提升分析和解决问题能力(84.8%)、促进知识技能掌握(89.1%)和提高自主学习能力(87.4%)。(3)学习过程需求维度:在教师工作需求上,学生认为线上学习最重要的是激发兴趣[7.0(5.0,8.0)分];希望(符合+非常符合)教师能够及时反馈和沟通(91.6%);在反馈时间上,总体在2 h内反馈占比最高(26.1%);在希望获得帮助的途径上微信占比最高(46.2%);在学习形式需求上,最喜欢的学习形式为“小组探究,教师指导”(37.0%);在教学方法需求上,讲授法排序得分最高[4.0(3.0,4.0)分];在学习资源需求上,最喜欢学习网站提供的学习资源[4.0(3.0,4.0)分];5~<10 min是单个学习资源最佳时长(37.8%);单门课程最佳线上学习时长为1~<2 h/d(44.5%);单门课程开展线上、线下学习时间最佳比例为1∶1(33.6%),单门课程开设智慧服务平台教学的最佳学时比例为30%~<60%(42.0%),在线作业和在线测试是线上学习最重要的评价方式[5.0(4.0,6.0)分,5.0(3.0,5.0)分];在学习过程障碍上,愿意(愿意+非常愿意)将学习成果以作业的形式与他人交流与分享(43.7%),线上学习最主要的主客观障碍因素分别是自我Objective To understand the learning needs of undergraduate nursing students regarding the intelligent service platform for Internal Medicine Nursing(hereinafter referred to as the"Intelligent Service Platform")based on knowledge graphs.Methods From February to March 2024,a convenience sampling method was used to investigate 119 undergraduate nursing students at Capital Medical University using a general information questionnaire and a mixed teaching online learning personal needs survey.The students were divided into 2 groups based on whether they had systematically studied the course:The freshman group(first-year students)with 48 participants and the senior group(second-year and above students)with 71 participants.Results(1)In the dimension of learning ability gap:The highest proportion of self-directed learning ability and self-control ability was''average'',at 45.4%and 50.4%,respectively.(2)In the dimension of individual learner preferences:Students preferred the teaching mode of the intelligent service platform(80.7%),were willing(willing+very willing)to try the intelligent service platform(89.1%),and expected(agree+strongly agree)that the intelligent service platform would stimulate their enthusiasm and initiative for learning(73.1%),enhance their ability to analyze and solve problems(84.8%),promote the mastery of knowledge and skills(89.1%),and improve their self-directed learning ability(87.4%).(3)In the dimension of learning process needs:In terms of teachers'work requirements,students believed that the most important aspect of online learning was to stimulate interest[7.0(5.0,8.0)points].They also hoped(agree+strongly agree)that teachers would provide timely feedback and communication(91.6%).Regarding feedback time,the highest proportion preferred feedback within 2 hours(26.1%).For preferred channels of assistance,WeChat was the most popular(46.2%).In terms of learning format preferences,the most favored format was''group inquiry,teacher guidance''(37.0%).For teaching methods,the lecture method had the

关 键 词：信息化护理 本科生 内科护理学 知识图谱 需求分析 

分 类 号：R47-4[医药卫生—护理学] R473.5[医药卫生—临床医学]