運用WSQ引導策略之翻轉學習模式促進護理系學生自我導向學習準備度和批判思考意向成效

Effectiveness of Flipped Learning Model using the WSQ Learning Strategy in Enhancing Nursing Students’Self-directed Learning Readiness and Critical Thinking Disposition

背景：以教師中心的授課方式造成學生面對專業科目習慣被動的吸收知識，缺乏主動學習，影響學生發展臨床照護能力。
目的：本研究目的在探討運用WSQ（Watch Summary Question）引導策略之翻轉學習模式於精神科護理學對護理系學生的自我導向學習準備度、批判思考意向和學業成就的學習成效。
方法：以準實驗研究設計，採隨機取樣，收案對象為北部某科技大學四技護理系三年級學生，收案實驗組43位與對照組36位學生，實驗組學生除原有的教學與評量，同時接受五週的「WSQ引導策略之翻轉學習」活動。
結果：實驗組介入WSQ引導策略之翻轉學習模式後與對照組比較，學生的自我導向學習準備度有成長，無顯著差異（t = .453, p =0. 50），批判思考意向能力有顯著成長（t =2.240, p <0.05）；實驗組組內自我導向學習準備度（t =2.570, p <0.05）和批判思考意向能力（t =-4.448, p <0.00 ），前後測皆有顯著成長，實驗組學生期中考成績高於對照組，達顯著差異（t =2. 43, p <0.05）。
結論與建議：運用WSQ引導策略之翻轉學習模式可有效提升自我導向學習準備度、批判思考意向能力和學業成績，建議教師可以嘗試應用翻轉教學於課程中，並設計不同的創新教學活動促進專業能力成長。

Background: The teacher-centered approach to instruction has resulted in students’passive learning habits and a lack of proactive learning abilities in professional subjects, which may affect their development of clinical care abilities.
Objectives: This study explored the effects of employing a flipped learning model using a WSQ (Watch Summary Question) learning strategy on nursing students’self-directed learning readiness, critical thinking disposition, and academic achievement in psychiatric nursing.
Methods: A quasi-experimental research design was employed to randomly select third-year nursing students from a nursing program at a technological university in northern Taiwan. The study enrolled 43 students in an experimental group and compared them with 36 students in a control group. In addition to the original teaching and assessment, students in the experimental group received a five-weeks“WSQ Guided Flipped Learning”intervention.
Results: The results revealed growth in self-directed learning readiness among students in the control group compared with those in the experimental group, although not statistically significant (t =1.453, p =0.150). However, there was a significant improvement in critical thinking disposition (t =2.240, p <0.05) after integrating flipped teaching with WSQ learning sheets. Furthermore, the students in the experimental group showed significant improvements in both self-directed learning readiness (t =2.570, p <0.05) and critical thinking disposition (t =-4.448, p <0.001). Additionally, students in the experimental group significantly outperformed their counterparts in the control group in terms of midterm examination scores (t =2.143, p <0.05).
Implications for Practice: The findings suggest that implementing the flipped learning model using the WSQ learning strategy can effectively enhance self-directed learning readiness, critical thinking disposition, and academic performance. Educators should apply flipped teaching methodologies to their courses and design innovative instructional activities to foster professional competence.