微课结合翻转课堂在新护士通科知识技能培训中的应用
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摘要
目的探讨在新护士通科知识技能培训中运用微课结合翻转课堂教学的可行性及应用效果。方法将136名新护士随机分成对照组76人和观察组60人。对照组采用常规新护士通科知识技能培训方法,观察组采用微课结合翻转课堂培训方法。结果培训后观察组操作成绩和临床应用成绩显著高于对照组(均P<0.01),观察组新护士对培训形式的满意度显著高于对照组(P<0.05,P<0.01)。结论微课结合翻转课堂的培训方法有利于激发学习兴趣,提高新护士操作技能和临床实际运用能力。
Objective To explore the feasibility and effect of small private online course(SPOC) combining flipped classroom approach in training of general knowledge and skills for new graduate nurses. Methods A total of 136 new graduate nurses were randomized into a control group of 76 and an observation group of 60, receiving either traditional training or SPOC combining flipped classroom approach. Results The observation group had higher exam scores of technical skills and clinical application, as well as higher satisfaction with the training compared with the control group(P<0.01 for all). Conclusion The combination use of SPOC and flipped classroom approach in training of general knowledge and skills for new graduate nurses, facilitates to inspire nurses′ interest in learning, and improves their technical skill and clinical application ability.
Objective To explore the feasibility and effect of small private online course(SPOC) combining flipped classroom approach in training of general knowledge and skills for new graduate nurses. Methods A total of 136 new graduate nurses were randomized into a control group of 76 and an observation group of 60, receiving either traditional training or SPOC combining flipped classroom approach. Results The observation group had higher exam scores of technical skills and clinical application, as well as higher satisfaction with the training compared with the control group(P<0.01 for all). Conclusion The combination use of SPOC and flipped classroom approach in training of general knowledge and skills for new graduate nurses, facilitates to inspire nurses′ interest in learning, and improves their technical skill and clinical application ability.
引文
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[17] Missildine K.Flipping the classroom to improve student performance and satisfaction[J].J Nurs Educ,2013,52(10):597-599.
[2] 景婧.翻转课堂教学模式在护理教育中的应用研究进展[J].护理学杂志,2016,31(7):98-101.
[3] 姜永香.微课教学模式在临床护理教学中的价值研究[J].中国卫生产业,2017,14(29):98-99.
[4] 李菊花.基于微课的翻转课堂在新护士规范化培训中的应用[J].江苏医药,2016,42(15):1732-1734.
[5] 吴学华,田华,谢玉先,等.基于微信课堂派的翻转课堂护士培训模式应用评价[J].护士进修杂志,2016,31(22):2086-2088.
[6] 李慧琴,朱小平.“翻转课堂”在新护士临床护理操作技能岗前培训中的应用[J].护理实践与研究,2017,14(18):110-112.
[7] 张文艳,于明峰,刘于.翻转课堂在新入职护士技能培训中的应用及效果评价[J].解放军护理杂志,2018,35(08):69-72.
[8] 沈剑辉,高兴莲,鄢利芳.微课结合翻转课堂教学模式在手术室新护士培训中的应用[J].护理学杂志,2017,32(8):14-16.
[9] 国家卫生与计划生育委员会.《新入职护士培训大纲(试行)》[S/OL].(2016-02-16)[2018-07-03].http://www.nhfpc.gov.cn/yzygj/s3593/201602/91b5a8fa3c9a45859b036558a5073875.shtml.
[10] 陈肖庚.ADDIE教学设计模型在成人教育培训中的应用[J].成人教育,2011,31(1):38-40.
[11] 卜彩丽.ADDIE模型在微课程设计中的应用模式研究[J].教学与管理,2014(24):90-93.
[12] 郝珍艺.微课教学设计研究综述[J].广西广播电视大学学报,2016,27(3):45-48.
[13] 李巧萍,何秀娟.微课教学在新护士临床护理技能规范化培训中的应用[J].全科护理,2018,16(11):1398-1399.
[14] 王益兰,张雪,杨金梅,等.微课联合翻转课堂在手术室护生临床护理教学中的应用[J].护理学杂志,2018,33(6):10-12.
[15] 颜丽霞,谢海艳.翻转课堂教学模式在护理综合技能训练中的应用[J].护士进修杂志,2015,30(7):626-628.
[16] 陶巍巍,刘永宁.应用微课的翻转课堂教学改善护理专业学生医学教育环境和学业情绪的实践[J].中国护理管理,2016,16(9):1221-1225.
[17] Missildine K.Flipping the classroom to improve student performance and satisfaction[J].J Nurs Educ,2013,52(10):597-599.