護理系學生對孕產期照護課程混成教學之學習知覺

Learning Perception of Nursing Students Toward Blended Learning in Maternity Care Nursing

背景：現今學生處於科技網路蓬勃發展的年代，若仍用單一灌輸式的教學法無法引起學生的共鳴。新冠肺炎爆發改變學校的上課方式，促成了全球性的遠距教學，包括台灣。後疫情時代遠距及實體之混成教學模式蔚為風尚。本研究目的探討護理系二技學生對混成教學運用在「孕產期照護」課程之學習知覺。
方法:採用之教學策略有:遠距及實體講授法、Kahoot!、Quick Response Codes、虛擬實境及團體報告，課程結束以焦點團體收集學生對混成教學之學習知覺。
結果:從結果顯示學生對此教學策略有正面的回饋，尤其在使用數位教材及遊戲化學習，促進學生的學習興趣。焦點團體訪談資料分析歸納出三個主題:活潑的上課氛圍催化學習樂趣、蔓延的新冠疫情催化學習新常態及真實的臨床故事催化求知渴望。
結論/實務應用:本課程利用混成教學融入虛擬實境和臨床真實故事串連「虛實整合」之課程設計，對學生學習興趣和引領學生持續投入學習有正面回饋，於教學歷程中使用以學生為中心之多元教學策略有助於提升學生的課程參與及深化孕產照護內涵。建議將混成教學策略運用於其他學制，並檢視學習成效，亦建議可推廣運用於其他科目，以因應可能再次因疫情爆發而影響學生的受教權。

Background: Contemporary students are growing up in an era of rapid technological and Internet development. Relying on a single instructional method makes it increasingly difficult to engage learners. The COVID-19 pandemic further transformed educational structures worldwide by accelerating the adoption of remote teaching, a trend also evident in Taiwan. As a result, blended instruction—combining online and in-person teaching—has become widely used in the post-pandemic era. This study examined students’perceptions of blended learning in the“Maternity Care Nursing”course offered in a two-year technical university nursing program.
Methods: The course incorporated multiple teaching strategies, including remote and face-to-face instruction, Kahoot!, quick response (QR) codes, virtual reality (VR), and team-based group reports. At the end of the course, student feedback on the blended learning experience was collected through a focus group.
Results: Students’responses were highly positive, particularly regarding the use of digital materials and gamified learning tools, which enhanced their motivation and engagement. Three themes emerged from the focus group analysis: (1) a lively classroom atmosphere fosters learning interest, (2) the COVID-19 pandemic has normalized new learning modalities, and (3) realistic clinical scenarios stimulate curiosity and deepen understanding.
Conclusions / Practical Implications: This course integrated blended teaching with VR and authentic clinical narratives to develop a“virtual–real integrated”instructional model. Positive student feedback reflected increased learning interest and sustained engagement. Employing multiple student-centered teaching strategies can enhance course participation and enrich the content of the“Maternity Care Nursing”curriculum. We therefore recommend adopting this blended teaching model across different nursing curricula and subjects in the post-COVID-19 era. Such an approach can strengthen educational resilience and ensure continuity of learning in the event of future epidemics.