摘要
目的了解本科护生网络素养及在线学习效果水平,分析本科护生网络素养的潜在分类及特征,并根据其分类比较在线学习效果。方法选取某高校有在线学习经历的本科护生,采用一般资料问卷、大学生网络素养量表、在线学习效果问卷对其进行调查。采用Mplus 7.4进行潜在剖面分析,采用SPSS 23.0比较不同分类的在线学习效果得分情况。结果共纳入490名本科护生,网络素养可分为4个潜在类别,分别为:较低水平网络素养组(8.4%)、中等水平-低发布技能组(54.1%)、中高水平-低互动创新组(24.3%)和高水平-不良网络发布组(13.2%)。4个潜在类别的在线学习效果比较,差异有统计学意义(H=85.140,P<0.001)。结论本科护生网络素养水平可分为4个类别,不同网络素养类别的本科护生在线学习效果存在差异,建议基于本科护生网络素养同质群体,有针对性的干预式,以期提高其在线学习效果。
Objective To investigate the level and characteristics of network literacy among nursing undergraduates,and compare online learning effect of students with different level of network literacy.Methods Nursing undergraduates with online learning experience were investigated by demographic questionnaire,College Students’Network Literacy Scale and Online Learning Effect Questionnaire.Mplus 7.4 was used to conduct latent profile analysis,and SPSS 23.0 to compare the difference of online learning effects among student with different level of network literacy.Results A total of 490 nursing undergraduates were included,and 4 latent categories of network literacy were observed:“group with low level network literacy”(8.4%),“medium level-low publishing skill group”(54.1%),“medium-high level and low interactive innovation group”(24.3%)and“high level-poor internet publishing group”(13.2%).Moreover,significant differences were found in the online learning effect of students from different latent categories(H=85.140,P<0.001).Conclusion Network literacy of nursing undergraduates can be divided into 4 latent categories and online learning effects of students with different network literacy are varied.So specific intervention based on the homogeneity of students’network literacy should be implemented to improve online learning effects among nursing undergraduates.
作者
何琪琪
钟起
徐雨洁
陈丽丽
孙吴烽
HE Qi-qi;ZHONG Qi;XU Yu-jie;CHEN Li-li;SUN Wu-feng(School of Nursing,Anhui Medical University,Hefei 230601,China)
出处
《护理学报》
北大核心
2022年第2期62-67,共6页
Journal of Nursing（China）
基金
安徽省大学生创新创业训练项目(S202010366041)。
关键词
本科护生
网络素养
潜在剖面分析
在线学习效果
nursing undergraduate
network literacy
latent profile analysis
online learning effect
