Teaching intervention
This study aims to compare the effectiveness of evidence-based steps and generative AI in promoting students' development of ultimate concern care strategies. The indicators used to measure variables included metacognitive self-regulated learning ability, teamwork, and self-efficacy in learning and performance
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
OTHER
Masking
NONE
Enrollment
110
This study adopted a mixed-method design, incorporating a single-group pre- and post-test experimental study and participatory action research. The study involved 110 fourth-year students from the Department of Nursing at Medical University, who are enrolled in the introductory nursing research, nursing ethics, and nursing practices course
No.110, Sec.1, Jianguo N.Rd.,Taichung City 40201,Taiwan, R.O.C.
Taichung, Taiwan
metacognitive self-regulated learning ability
A 12-item metacognitive self-regulated learning ability scale was used to assess students' metacognitive self-regulated learning ability. The scale encompasses the planning, monitoring, and regulation of cognitive self-regulation activities and employs a 7-point scoring system, with higher scores indicating stronger metacognitive self-regulated learning ability.
Time frame: Weeks 1 and 18 of the first semester, and weeks 1 and 18 of the second semester.
teamwork
The peer learning subscale uses a 3-question scale with a 7-point scoring system; higher scores indicate better teamwork.
Time frame: Weeks 1 and 18 of the first semester, and weeks 1 and 18 of the second semester.
self-efficacy
The Learning and Performance Self-Efficacy Scale was used to assess students' learning self-efficacy. The scale consists of 8 questions and uses a 7-point scoring system; higher scores indicate better learning efficacy.
Time frame: Weeks 1 and 18 of the first semester, and weeks 1 and 18 of the second semester.
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