| 摘要: | 護理專業培訓中，教會護理學生應用利奧波德技能評估懷孕婦女腹中胎兒的姿勢和位置，對於待產婦女適當的分娩介入措施至關重要。醫療人員需要了解懷孕婦女，第三孕期腹中胎兒的位置和健康狀況， 可藉由利奧波德技能的評估，有助於揭示懷孕婦女腹中胎兒胎姿 (fetal lie)、胎位 (fetal position)、先露部位之軟硬度、固定及下降程度等，等到近預產期待產時，護理專業人員也可藉由此法來辨認胎產式 (fetal presentation)。以便在適當的情況下輔助醫師做出正確決策。然而，由於護理標準訓練中的臨床個案有限，以致利奧波德技能實際操作的機會有限，學生往往難以將課堂所學的知識及技能應用於臨床真實情境。為了解決這個問題，本研究提出遊戲化自我調節的利奧波德技能教學方法，為驗證此方法的有效性，透過Gather.town 平台，將利奧波德技能遊戲化與自我調節學習策略相結合，設計數位化的遊戲學習環境。
本研究採用準實驗研究方法，將 55 名護理系三年級學生分配到實驗組（28 人）和對照組（27 人）。 兩組都透過數位化的Gather.town遊戲環境學習。而實驗組學生加上自我調節方法，學習利奧波德技能評估相關知識；控制組學生則採用單純遊戲方式學習利奧波德技能評估相關知識。實驗結果表明，實驗組學生使用遊戲化自我調節的利奧波德技能教學方法，在學習表現、學習動機和自我效能上都比使用單純遊戲化方法學習的學生顯著進步。且經本研究半結構性問卷的質性數據分析也支持了這些發現，強調實驗組學生對遊戲化自我調節學習策略的看法表達認同。本實驗透過基於遊戲化自我調節的利奧波德技能教學方法相結合，對護理專業學生的利奧波德技能評估相關知識產生正面積極影響。護理教育者和研究者未來可考慮持續將專業知識與遊戲化自我調節教學策略相結合，以促進優質的護理教育及培育護理專業人才。
;Assessing the fetal appearance and position is crucial for determining appropriate labor interventions. Healthcare or midwifery nurses need to know the fetus′s position and health to make informed decisions about inducing labor. Additionally, providing continuous support to the patient during labor is essential. The use of Leopold′s techniques can help reveal the process of fetal positioning and monitoring.
However, students often struggle to apply what they learn in the classroom to real-world challenges due to limited opportunities for clinical experience and practical application in standard training. To address this, we propose and investigate an approach that integrates gamification with a self-regulated learning strategy within a digital game-based learning environment utilizing Gather.town. The objective is to enhance the learning performance, learning motivation, self-efficacy, and views of nursing students following the utilization of this system.
A quasi-experimental investigation was conducted using a pre-test and post-test design. The study employed a mixed methods approach, collecting data from both quantitative and qualitative sources. A total of 55 third-year nursing students were assigned to the experimental group (n = 28) and a control group (n = 27) at a nursing school in northern Taiwan. The experimental group used gamification with a self-regulated learning approach, meanwhile, the control group utilized gamification without a self-regulated approach. Both groups utilized the same digital game-based learning environment with Gather.town for their learning.
Nursing students were assessed on their learning performance of Leopold′s maneuvers skills, learning motivation, and self-efficacy before and after the experiment. Additionally, both groups answered seven open-ended questionnaires to provide their perceptions after learning about this system. The experimental group, employing the suggested methodology, attained significantly higher learning performance, learning motivation, self-efficacy, and perceptions compared to the control group.
The results indicate that nursing students using gamification with self-regulated learning strategies in a digital game-based environment showed significant improvements in learning performance, learning motivation, and self-efficacy over those using gamification without a self-regulated learning approach. Quantitative analysis revealed higher post-test scores in learning performance and higher post-questionnaire scores in learning motivation and self-efficacy in the experimental group. Qualitative data from open-ended questionnaires supported these findings, highlighting enhanced positive perceptions towards self-regulated learning strategies in the experimental group.
The integration of gamification with self-regulated learning through a digital game-based learning environment shows a positive impact on nursing students′ Leopold′s maneuvers skills. Researchers and educators in the field of nursing ought to consider how to incorporate technology and instructional practices to improve nursing education. |
