基于在线平台CBL+SSP教学模式在《基础护理技术》实训教学中的应用
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摘要
目的探讨基于在线平台CBL+SSP教学模式在高职《基础护理技术》实训教学中的应用效果。方法从12个班中整群随机抽取2个班随机分为观察组(32例)和对照组(30例),观察组采用基于在线平台CBL+SSP教学模式,对照组采用传统教学模式;教学结束比较两组操作成绩和自主学习能力,并采用关爱能力评价表进行评价。结果观察组操作成绩得分及自主学习能力总分显著高于对照组(p<0.01),观察组关爱能力评价得分高于对照组(p<0.05)。结论基于在线平台CBL+SSP教学模式应用于《基础护理技术》实训教学,提高了教学效果,增强了护生自主学习能力,同时有利于培养护生人文关怀行为。
Objective To explore the application effect of CBL+SSP teaching mode based on online platform in practical teaching of basic nursing technology in higher vocational colleges. Method Two classes of 12 classes were randomly divided into observation group(32 cases) and control group(30 cases). At the end of teaching, the two groups were compared for their operational performance and independent learning ability. Result The scores of operation and independent learning ability in the observation group were significantly higher than those in the control group(p < 0.01), and the scores of caring ability in the observation group were higher than those in the control group(p < 0.05). Conclusion The application of CBL+SSP teaching mode on the online platform in the practical teaching of basic nursing technology improved the teaching effect, enhanced the independent learning ability of nursing students, and was conducive to the cultivation of humanistic care behavior of nursing students.
Objective To explore the application effect of CBL+SSP teaching mode based on online platform in practical teaching of basic nursing technology in higher vocational colleges. Method Two classes of 12 classes were randomly divided into observation group(32 cases) and control group(30 cases). At the end of teaching, the two groups were compared for their operational performance and independent learning ability. Result The scores of operation and independent learning ability in the observation group were significantly higher than those in the control group(p < 0.01), and the scores of caring ability in the observation group were higher than those in the control group(p < 0.05). Conclusion The application of CBL+SSP teaching mode on the online platform in the practical teaching of basic nursing technology improved the teaching effect, enhanced the independent learning ability of nursing students, and was conducive to the cultivation of humanistic care behavior of nursing students.
引文
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[12]王艳芳,兰赛玉.“互联网+对分课堂”对提高护理本科生自主学习能力的效果研究[J].全科护理,2018,26(16):3307.
[13]覃国波.学生标准化病人融入中职护理学基础实践操作教学[J].广东职业技术教育与研究,2018,9(5):182.
[14]陈乐,吴晓莲,雷利霞,等.人文关怀结合情景教学模式在康复护理学教学中的应用[J].湘南学院学报(医学版),2018,20(2):73.
[2]杨欢,张军,范湘鸿.CBL教学法在护理本科教学中的研究进展[J].护理研究,2016,30(2A):402.
[3]李晓陵,张帆,王丰,等.基于PACS平台PBL结合CBL教学模式的研究进展[J].黑龙江教育(理论与实践),2015,70(6):74.
[4]冯新玮,孙柳,王艳玲.标准化病人应用于我国护理教学的文献计量学分析[J].中国护理管理,2015,15(11):1363.
[5]杨勤,杨德全,李勇华,等.学生标准化病人(SSP)在高职高专中医内科学的应用[J].中国中医药现代远程教育,2015(1):166.
[6]林毅,姜安丽.护理专业大学生自主学习能力测评量表的研制[J].解放军护理杂志,2004,21(6):1.
[7]张金华,刘红燕,李秀敏,等.护士人文关怀能力的培养[J].护士进修杂志,2011,26( 11):971.
[8]张建欣,许燕,邵山红.基于网络平台案例基础上角色扮演在内科护理学教学中的应用研究[J].护理研究,2017,31(13):1627.
[9]陈红静,向婕.学生标准化病人在基础护理学教学中的应用—以“常见输液反应与处理”[J].卫生职业教育,2018,36(10):88.
[10]许菊芳,窦丽,占小春,等.微课模式的CBL教学法应用于护理综合实训教学的效果[J].卫生职业教育,2018,36(19):70.
[11]中华人民共和国教育部.教育部关于中央部门所属高校深化教育教学改革的指导意见[EB/OL].http://www.moe.edu.cn/srcsite/A08/s7056/201607/t20160718_272133.html.2016-07-04.
[12]王艳芳,兰赛玉.“互联网+对分课堂”对提高护理本科生自主学习能力的效果研究[J].全科护理,2018,26(16):3307.
[13]覃国波.学生标准化病人融入中职护理学基础实践操作教学[J].广东职业技术教育与研究,2018,9(5):182.
[14]陈乐,吴晓莲,雷利霞,等.人文关怀结合情景教学模式在康复护理学教学中的应用[J].湘南学院学报(医学版),2018,20(2):73.