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Background Self-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. Methods This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. Results The nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course. Conclusion Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students’ SDL ability, academic grades, and teaching satisfaction.
Background Self-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. Methods This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. Results The nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course. Conclusion Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students’ SDL ability, academic grades, and teaching satisfaction.
The relevance of virtual learning platforms has been increasingly recognised, and their merit in contributing to sustainable education is ever growing. Depending on the context, the benefits of these virtual platforms were revealed during the COVID-19 pandemic. Moreover, their impact has lingered on post-COVID-19, and virtual learning is now considered a viable option for continuing and sustainable education. Therefore, many countries have taken advantage of these virtual platforms to maximise student engagement, as evidenced by the reports in the existing literature. However, while these studies have explored how this can best be achieved, there are very few studies which have examined how the use of virtual platforms can help to deliver an educational approach that prepares young people to address the many and complex sustainability challenges of the future, i.e., the delivery of sustainable education. This study addresses this gap in the literature by exploring the question of how AI-powered automation can enhance student learning experiences in the Kingdom of Saudi Arabia (hereafter, KSA) as an alternative pathway for sustainable education. Data were collected from 1991 undergraduate and postgraduate students across 10 different Saudi universities using an online survey. The data were analysed using advanced structural equation modelling (SEM) to examine the relationship between student readiness and the (AI-powered) automation of administrative processes. The findings highlight the transformative potential of AI as an alternative pathway to sustainable education and for streamlining learning management system (LMS) operations. The implications of this study extend beyond the immediate instructional context, offering strategic direction for educators, LMS designers, policymakers, and institutional leaders in harnessing AI to equip individuals with the knowledge, skills, values, and attitudes necessary to contribute to a sustainable future.
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