دانلود مقاله بازی جدی برای معاینه بالینی ساختار یافته مبتنی بر هدف آنلاین در پرستاری
خلاصه
1. مقدمه
2. روش ها
3. نتایج
4. بحث
5. نتیجه گیری
منابع مالی
بیانیه مشارکت نویسنده CRediT
اعلامیه منافع رقابتی
منابع
Abstract
1. Introduction
2. Methods
3. Results
4. Discussion
5. Conclusion
Funding
CRediT authorship contribution statement
Declaration of competing interest
References
چکیده
زمینه
همه گیری فعلی منجر به سناریوهای بی سابقه ای در سراسر جهان شده است. در این زمینه، مؤسسات آموزشی مجبور بودند به طور ناگهانی از کلاس‌های حضوری به کلاس‌های آنلاین حرکت کنند و باید انعطاف‌پذیر و نوآور باشند، یکی از دغدغه‌های اصلی امتحانات پایان ترم در واحدهای عملی بود.
هدف
این مطالعه با هدف بررسی ادراکات دانشجویان پرستاری از استفاده از یک مدل بازی‌مانند جدی در معاینه بالینی ساختار یافته هدف آنلاین نهایی (OSCE) انجام شد.
طرح
یک مطالعه پدیدارشناختی اکتشافی در طول همه‌گیری COVID-19، به ویژه در ژوئن 2020 انجام شد.
تنظیمات
این مطالعه در دانشگاه آلمریا با دانشجویان پرستاری که در یک ماژول قرار دادن بالینی ثبت نام کرده بودند انجام شد.
شركت كنندگان
هشتاد و نه دانشجوی سال چهارم پرستاری در این مطالعه شرکت کردند.
مواد و روش ها
با پیروی از اصول آموزشی OSCE، یک OSCE مجازی با استفاده از پلتفرم Genially، یک پلتفرم آنلاین برای ایجاد محتوای تعاملی، طراحی شد تا ارزیابی را به عنوان یک مدل بازی داستان‌گو تنظیم کند. در مجموع 5 گروه متمرکز (FGs) پس از آن از طریق پلت فرم GoogleMeet انجام شد. همچنین 30 مصاحبه نیمه ساختاریافته از طریق همین بستر انجام شد. داده ها با رویکرد تحلیل محتوا و با پشتیبانی نرم افزار ATLAS.ti 8.4 مورد تجزیه و تحلیل قرار گرفت.
نتایج
یافته ما 2 موضوع اصلی و 4 موضوع فرعی را نشان داد. دو موضوع اصلی عبارت بودند از (1) ایجاد عواطف و احساسات در زمان مجازی. از جمله عواطف و احساسات تجربه شده توسط دانش آموزان در طول فرآیند ارزیابی آنلاین، و (ii) ارزیابی آنلاین: جایگزینی بالقوه برای موانع آموزشی. توصیف تنوع روش سنتی، پیامدهای آن برای یادگیری و کسب شایستگی ها.
نتیجه گیری
به نظر می‌رسد که مدل‌های جدی بازی مانند، مانند بازی داستان‌گویی پیشنهادی، به‌عنوان بخشی از ارزیابی آنلاین OSCE، روش ارزیابی جایگزین مناسبی برای رویکردهای چهره به چهره باشد. این مقاله شواهد جدیدی در مورد استفاده از منابع نوآورانه و پیشرفته به عنوان بخشی از ارزیابی های پرستاری OSCE در یک واقعیت جدید برای اکثر دانش آموزان و معلمان اضافه می کند. مدل‌های جدی بازی مانند در OSCE آنلاین ممکن است دانش‌آموزان را توانمند کند و به آنها کمک کند تا موانع درک شده را در ارزیابی‌های رو در رو از بین ببرند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Background
The current pandemic has led to unprecedented scenarios worldwide. In this context, educational institutions had to move abruptly from in-person to online classes, having to be flexible and innovative, one of the main concerns being the semester-end examinations in practical modules.
Objective
This study aimed to explore nursing students' perceptions of the use of a serious game-like model in their final online objective structured clinical examination (OSCE).
Design
An exploratory phenomenological study was conducted during the COVID-19 pandemic, in particular during June 2020.
Settings
This study took place at the University of Almeria with nursing students enrolled in a clinical placement module.
Participants
Eighty-nine fourth-year nursing students took part in this study.
Methods
Following the educational principles of the OSCE, a virtual OSCE was designed, using the Genially platform, an online platform for creating interactive content, to set up an assessment as a story-telling game-like model. A total of 5 focus groups (FGs) were conducted afterwards via the GoogleMeet platform. In addition, 30 semi-structured interviews were performed via the same platform. The data was analysed using a content analysis approach and supported by the ATLAS.ti 8.4 software.
Results
Our finding revealed 2 main themes and 4 sub-themes. The two main themes were (i) generating emotions and feelings in times of virtuality; including emotions and feelings experienced by students during their online assessment process, and (ii) online assessment: a potential alternative to educational barriers; describing the variability of traditional modality, its implications for learning and the acquisition of competences.
Conclusions
Serious game-like models, such as the story-telling game proposed, as part of their online OSCE assessment appear to be an appropriate alternative assessment method for face-to-face approaches. This paper adds new evidence on the use of innovative and state-of-art resources as part of nursing OSCE assessments in a new reality for most students and teachers. Serious game-like models in online OSCE may empower students and help them to remove perceived barriers in face-to-face assessments.
Introduction
Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) spread, which began in December 2019, has produced an unprecedented global scenario (Choi et al., 2020). Not only did the pandemic pose a challenge to all healthcare systems worldwide, but also to other key sectors, such as economics and education (Ceylan et al., 2020). In this sense, educational institutions had to move abruptly from in-person to online classes, affecting more than 1.5 billion students in 191 countries (World Health Organization, 2020). As in other countries, all educational institutions were closed down and all clinical practices were suspended as a preventive measure for health students when Spain officially decreed lockdown on 15th March (Ministry of the Presidency, 2020).
In this manner, universities have had to be innovative, flexible and agile in a short period of time to decide how to continue their students' education. Although online training is not a novel method of delivery for many universities, it raised a number of concerns related to the semester-end final examinations (Jones et al., 2020). This transition has therefore been particularly challenging for some health-related degrees, such as medicine and nursing, which include some practical modules that have been traditionally assessed by the Objective Structured Clinical Examination (OSCE) approach (Prior et al., 2020). This approach measures clinical competence through different scenarios and, consequently, its challenge was to creatively restructure them in order to reduce the disruption of the curriculum (Kakadia et al., 2020).
Conclusion
Serious game-like models, such as the story-telling game proposed, as part of their online OSCE assessment appear to be an appropriate alternative assessment method for face-to-face approaches. Serious game-like models in online OSCE could be seen as a realistic assessment environment that allows students to handle all patient details at their own pace and helps them to get rid of nervousness related to the feeling of being observed like in face-to-face assessments, revamping their clinical-decision making skills. Similarly, online OSCE using storytelling game-like models seems to strongly favour learning and reflection, aspects that the participants do not perceive as such in face-to-face approaches. In this sense, the participants consider this state-of-the-art approach to be more objective and equal, since the inter-evaluator variability does not influence their assessment.