混合式教学在基础护理学理论教学中的应用分析
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摘要
目的:探究基础护理学理论教学中实施混合式教学的价值。方法:以护生作为研究对象,时间为2018年2月—2018年6月,例数为100例,随机分组,其中实验组在基础护理学理论教学中实施混合式教学,对照组则实施课堂讲授教学,分析两组教学的结果。结果:实验组护生的理论成绩、护生自主学习能力均优于对照组(P<0.05);实验组护生评判性思维能力评分高于对照组,实验组护生教学评价结果优于对照组,差异具有统计性意义(P<0.05)。结论:基础护理学理论教学中实施混合式教学,可取得较好的效果。
Objective:To explore the value of Blended Teaching in theoretical teaching of basic nursing.Methods:A total of 100 nursing students were randomly divided into two groups.The experimental group was given mixed instruction in the teaching of basic nursing theory,while the control group was given classroom instruction.Results:The theoretical score and autonomous learning ability of the experimental group were better than those of the control group(P<0.05),the critical thinking ability score of the experimental group was higher than that of the control group,and the teaching evaluation result of the experimental group was better than that of the control group,with statistical significance(P<0.05).Conclusion:The implementation of Blended Teaching in basic nursing theory teaching can achieve better results.
Objective:To explore the value of Blended Teaching in theoretical teaching of basic nursing.Methods:A total of 100 nursing students were randomly divided into two groups.The experimental group was given mixed instruction in the teaching of basic nursing theory,while the control group was given classroom instruction.Results:The theoretical score and autonomous learning ability of the experimental group were better than those of the control group(P<0.05),the critical thinking ability score of the experimental group was higher than that of the control group,and the teaching evaluation result of the experimental group was better than that of the control group,with statistical significance(P<0.05).Conclusion:The implementation of Blended Teaching in basic nursing theory teaching can achieve better results.
引文
[1]伏蓉,郭宏.基于网络教学平台的混合学习教学模式在《基础护理学》中的应用研究[J].中国校外教育(上旬刊),2017,11(z1):7-8.
[2]杨莉,柳秋实.三明治教学模式在基础护理学理论教学中的应用研究[J].中华护理教育,2015,12(8):572-576.
[3]田志娟,金瑞华,刘春凤,等.“翻转课堂”教学模式在《基础护理学》实验教学中的应用[J].护理研究,2015,29(27):3444-3445.
[4]吴彬,马秋平,黎剑云,等.数字化护理技能实验教学中心运行对《基础护理学》技能教学效果影响的研究[J].护理研究,2015,29(22):2741-2743.
[5]贺棋,黄红玉,戴叶花,等.核心能力教学模式在《基础护理学》实验教学中的应用[J].全科护理,2015,13(35):3621-3623.
[6]王丹凤,郭晓娜.ISPN引入《基础护理学》理论与实训一体化教学模式的应用[J].全科护理,2017,15(17):2156-2159.
[2]杨莉,柳秋实.三明治教学模式在基础护理学理论教学中的应用研究[J].中华护理教育,2015,12(8):572-576.
[3]田志娟,金瑞华,刘春凤,等.“翻转课堂”教学模式在《基础护理学》实验教学中的应用[J].护理研究,2015,29(27):3444-3445.
[4]吴彬,马秋平,黎剑云,等.数字化护理技能实验教学中心运行对《基础护理学》技能教学效果影响的研究[J].护理研究,2015,29(22):2741-2743.
[5]贺棋,黄红玉,戴叶花,等.核心能力教学模式在《基础护理学》实验教学中的应用[J].全科护理,2015,13(35):3621-3623.
[6]王丹凤,郭晓娜.ISPN引入《基础护理学》理论与实训一体化教学模式的应用[J].全科护理,2017,15(17):2156-2159.