ABSTRACT

This was a multi-method study employing pre- and post-course questionnaires and focus groups to explore nursing students’ learning experiences with a technology-mediated learning approach guided by the Substitution, Augmentation, Modification, and Redefinition (SAMR) model in the course Gerontological Nursing. 144 undergraduate nursing students completed the questionnaires. The findings suggest that the students perceived a significant improvement in their cognitive skills, class atmosphere, and educational practices at the end of the course when compared to the baseline. However, no significant increase was found in their perceived engagement in technology-mediated activities. Five themes emerged from three focus groups involving 17 students: Beneficial to my learning, Feeling less stressed, Motivating me to learn, Feeling more engaged, and Encountering some technical barriers and suggestions for improvement. Students’ perceptions of using technologies for teaching and learning were mostly positive. Digitalised teaching materials should be interactive and locally relevant to improve students’ learning experience and engagement.

摘要

这是一项多方法研究，采用课前和课后问卷调查和焦点小组来探索护理学生的学习体验，并采用以课程中的替代、增强、修改和重新定义 (SAMR) 模型为指导的技术介导的学习方法老年护理。144名本科护生完成问卷。研究结果表明，与基线相比，学生在课程结束时认为他们的认知技能、课堂氛围和教育实践有了显着改善。然而，他们对技术中介活动的感知参与度并没有显着增加。从涉及 17 名学生的三个焦点小组中得出了五个主题：对我的学习有益、压力减轻、激励我学习、感觉更投入、遇到一些技术障碍和改进建议。学生对使用技术进行教学和学习的看法大多是积极的。数字化教学材料应具有互动性和本地相关性，以改善学生的学习体验和参与度。