Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course

An interaction and cognitive engagement-based blended teaching mode was applied to obstetrics and gynecology nursing course to examine the effects on nursing students’ competency, self-directed learning level. A randomized controlled trail design was designed. The experimental group engaged with the...

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Detalles Bibliográficos
Autores principales: Zhang, Jiayuan, Zhou, Yuqiu, Li, Yingli
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9224235/
https://www.ncbi.nlm.nih.gov/pubmed/35742721
http://dx.doi.org/10.3390/ijerph19127472
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author Zhang, Jiayuan
Zhou, Yuqiu
Li, Yingli
author_facet Zhang, Jiayuan
Zhou, Yuqiu
Li, Yingli
author_sort Zhang, Jiayuan
collection PubMed
description An interaction and cognitive engagement-based blended teaching mode was applied to obstetrics and gynecology nursing course to examine the effects on nursing students’ competency, self-directed learning level. A randomized controlled trail design was designed. The experimental group engaged with the blended teaching, and the control group was assigned a usual teaching. The level of competency, self-directed learning was compared between two groups. The total score and scores of each dimension of core competence and self-induced learning ability in intervention group were all higher than those in control group (p < 0.05).
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spelling pubmed-92242352022-06-24 Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course Zhang, Jiayuan Zhou, Yuqiu Li, Yingli Int J Environ Res Public Health Article An interaction and cognitive engagement-based blended teaching mode was applied to obstetrics and gynecology nursing course to examine the effects on nursing students’ competency, self-directed learning level. A randomized controlled trail design was designed. The experimental group engaged with the blended teaching, and the control group was assigned a usual teaching. The level of competency, self-directed learning was compared between two groups. The total score and scores of each dimension of core competence and self-induced learning ability in intervention group were all higher than those in control group (p < 0.05). MDPI 2022-06-18 /pmc/articles/PMC9224235/ /pubmed/35742721 http://dx.doi.org/10.3390/ijerph19127472 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Zhang, Jiayuan
Zhou, Yuqiu
Li, Yingli
Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course
title Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course
title_full Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course
title_fullStr Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course
title_full_unstemmed Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course
title_short Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course
title_sort effects of an interaction and cognitive engagement-based blended teaching on obstetric and gynecology nursing course
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9224235/
https://www.ncbi.nlm.nih.gov/pubmed/35742721
http://dx.doi.org/10.3390/ijerph19127472
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