“O2O+微课模式”在临床护理带教老师培训中的应用研究
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摘要
目的 探讨基于线上线下融合(O2O)的微课模式在临床护理带教老师培训中的应用效果。方法 抽取106名临床护理带教老师为研究对象,采用"O2O+微课模式"培训。培训结束后,临床护理带教老师对课程的自主性、完成度与培训效果的满意度进行评价;分别在培训前后进行临床护理带教老师的教学能力考核。结果 采用"O2O+微课模式"对临床护理带教老师进行教学培训后,临床护理带教老师均对学习课程的自主性、完成度及培训效果的满意程度较高。接受培训后,带教老师的临床护理带教的相关理论水平明显提高,考核评分由参加培训前的(71.83±7.27)分提高到培训后的(82.54±4.26)分,差异有统计学意义(P<0.05);在实践方面,除教学仪表外,培训后教师实践考核成绩较培训前提高,差异有统计学意义(P<0.05)。结论 "O2O+微课模式"可有效提高临床护理带教老师的教学质量。
Objective To investigate the effect of micro-lecture based on online-to-offline(O2O) model in training of teachers in clinical nursing practice. Methods Totally 106 teachers who teach clinical nursing practice were included in this study. An O2O-based micro-lecture was adopted in training of teachers. The perceptions of teachers on autonomy and completion of curriculum, as their satisfactory degree on efficacy of curriculum, were evaluated. The assessment for evaluating teachers' ability of theory teaching and clinical practice was carried out before and after the curriculum. Results Teachers were satisfied with curriculum autonomy, completion and training efficacy of O2O-based micro-lecture. Teachers achieved a higher score in theory teaching assessment(82.54±4.26 vs. 71.83±7.27) after the curriculum. Except for the instructor appearance, the scores of other factors of clinical practice assessment were improved after the curriculum(P<0.05). Conclusion The O2O-based micro-lecture is an effective tool to improve the teaching efficacy of teachers in clinical nursing practice.
Objective To investigate the effect of micro-lecture based on online-to-offline(O2O) model in training of teachers in clinical nursing practice. Methods Totally 106 teachers who teach clinical nursing practice were included in this study. An O2O-based micro-lecture was adopted in training of teachers. The perceptions of teachers on autonomy and completion of curriculum, as their satisfactory degree on efficacy of curriculum, were evaluated. The assessment for evaluating teachers' ability of theory teaching and clinical practice was carried out before and after the curriculum. Results Teachers were satisfied with curriculum autonomy, completion and training efficacy of O2O-based micro-lecture. Teachers achieved a higher score in theory teaching assessment(82.54±4.26 vs. 71.83±7.27) after the curriculum. Except for the instructor appearance, the scores of other factors of clinical practice assessment were improved after the curriculum(P<0.05). Conclusion The O2O-based micro-lecture is an effective tool to improve the teaching efficacy of teachers in clinical nursing practice.
引文
[1] 中华人民共和国国家卫生和计划生育委员会.《全国护理事业发展规划(2016—2020年)》[EB/OL],(2016-11-18)[2019-04-01].http://www.ndrc.gov.cn/fzgggz/fzgh/ghwb/gjjgh/201707/t20170720_855027.html
[2] 方秀新,许红梅,刘化侠,等.临床护理带教教师专业素质评估指标体系的构建[J].护理学杂志,2009,24(2):5-7.
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[4] BROADBENT M,MOXHAM L,SANDER T,et al.Supporting bachelor of nursing students within the clinical environment:perspectives of preceptors[J].Nurse Educ Pract,2014,14(4):403-409.
[5] 于聪.新媒体打造教师培训O2O模式[J].课程教育研究,2016,13 :7.
[6] 吴巧媚,彭鹿,马世红.微型护理培训模式在ICU专科护理培训的应用[J].现代护理,2009,6(36):115-116.
[7] 赵伟,时彦,张连双,等.基于微课的混合教学模式在《胚胎学总论》教学中的应用[J].中国组织化学与细胞化学杂志,2017,26(3):284-286.
[8] 张梅,蔡盈,史德利,等.行动学习法在临床护理带教老师培训中的创新应用[J].护理研究,2014,28(31):3928-3931.
[9] 李彦丽.PDCA循环法在临床护理带教老师培训中的实践效果[J].护理实践与研究,2016,13(5):115-116.
[10] 潘靖菁,高钰琳,王惠珍,等.本科护生临床带教老师核心能力体系构建研究[J].护理学报,2018,25(9):1-7.
[11] 龙霖,谢平,胡定伟,等.实习护生评价临床护理带教老师带教情况的分析[J].护理学报,2011,18(16):14-16.
[12] 吴长伟,陈静,邓红,等.基于慕课的应用型本科混合教学模式研究[J].现代教育科学,2015,3:57-59.
[2] 方秀新,许红梅,刘化侠,等.临床护理带教教师专业素质评估指标体系的构建[J].护理学杂志,2009,24(2):5-7.
[3] CHANG C C,LIN L M,CHEN I H,et al.Perceptions and experiences of nurse preceptors regarding their training courses:a mixed method study[J].Nurse Educ Today,2015,35(1):220-226.
[4] BROADBENT M,MOXHAM L,SANDER T,et al.Supporting bachelor of nursing students within the clinical environment:perspectives of preceptors[J].Nurse Educ Pract,2014,14(4):403-409.
[5] 于聪.新媒体打造教师培训O2O模式[J].课程教育研究,2016,13 :7.
[6] 吴巧媚,彭鹿,马世红.微型护理培训模式在ICU专科护理培训的应用[J].现代护理,2009,6(36):115-116.
[7] 赵伟,时彦,张连双,等.基于微课的混合教学模式在《胚胎学总论》教学中的应用[J].中国组织化学与细胞化学杂志,2017,26(3):284-286.
[8] 张梅,蔡盈,史德利,等.行动学习法在临床护理带教老师培训中的创新应用[J].护理研究,2014,28(31):3928-3931.
[9] 李彦丽.PDCA循环法在临床护理带教老师培训中的实践效果[J].护理实践与研究,2016,13(5):115-116.
[10] 潘靖菁,高钰琳,王惠珍,等.本科护生临床带教老师核心能力体系构建研究[J].护理学报,2018,25(9):1-7.
[11] 龙霖,谢平,胡定伟,等.实习护生评价临床护理带教老师带教情况的分析[J].护理学报,2011,18(16):14-16.
[12] 吴长伟,陈静,邓红,等.基于慕课的应用型本科混合教学模式研究[J].现代教育科学,2015,3:57-59.