视频作业在基础护理学课外练习中的应用
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摘要
目的探讨视频作业在基础护理学课外练习中的应用方法及效果。方法便利选取2015级护理本科生为研究对象,将1班和2班设为试验组,3班和4班设为对照组。在基础护理学课外练习中,试验组68名学生采用统一练习、拍摄视频作业形式,对照组66名学生采用自主练习、书写实验报告形式。比较两组学生4项操作考核成绩,同时采用问卷调查法了解试验组学生对视频作业的评价。结果试验组4项操作考核成绩均优于对照组(P<0.05),试验组学生中93.9%认为视频作业增加课外练习动力,97.0%认为提高了动手能力,91.9%认为提高了沟通交流能力,97.0%认为提高了小组合作能力,92.4%认为提高了练习效果。结论视频作业可成为提高护理专业学生护理操作水平和综合能力的有效方法。
Objective To explore the methods and effects of video assignment in the extracurricular practice of fundamentals of nursing. Methods Students of grade 2015 in class 1 and 2 were assigned to the experimental group while students in class 3 and 4 were assigned to the control group. Students in the experimental group were required to practice and make video work. Students in the control group were asked to practice by themselves and submit written report. Skill examination scores between two groups were compared. Besides,students' attitude towards video assignment was investigated with a self-designed questionnaire. Results The four skill examination scores in the experimental group were significantly higher than those in control group. In the experimental group,93.9% students considered video assignment increased their motivation of practices,97.0% students considered that the abilities of hands-on were improved,91.9% students agreed video assignment improve their group cooperation,97.0%considered that video assignment can improve their communication ability,and 92.4% students considered their nursing practice improved the practice effects. Conclusion Video assignment is an effective method to improve the nursing students' skills and abilities.
Objective To explore the methods and effects of video assignment in the extracurricular practice of fundamentals of nursing. Methods Students of grade 2015 in class 1 and 2 were assigned to the experimental group while students in class 3 and 4 were assigned to the control group. Students in the experimental group were required to practice and make video work. Students in the control group were asked to practice by themselves and submit written report. Skill examination scores between two groups were compared. Besides,students' attitude towards video assignment was investigated with a self-designed questionnaire. Results The four skill examination scores in the experimental group were significantly higher than those in control group. In the experimental group,93.9% students considered video assignment increased their motivation of practices,97.0% students considered that the abilities of hands-on were improved,91.9% students agreed video assignment improve their group cooperation,97.0%considered that video assignment can improve their communication ability,and 92.4% students considered their nursing practice improved the practice effects. Conclusion Video assignment is an effective method to improve the nursing students' skills and abilities.
引文
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[14]王艳,尚少梅.情境模拟教学法在护理教育中的研究与实践进展[J].中华护理教育,2013,10(7):304-307.
[15]于薇.手机视频反馈法在骨科护生临床护理技能培训中的应用[J].护士进修杂志,2018,33(9):858-859.
[2]梁宇杰,王春艳.手机视频反馈教学法在基础护理技能教学中的应用[J].中国校外教育,2015(20):15-16.
[3]张莉.视频反馈结合情景模拟教学法在儿科临床护生带教中的运用效果评价[D].济南:山东大学,2018.
[4]孙景贤,王爱红,刘月仙.视频作业法在《基础护理学》实验教学中的应用[J].护理研究,2014,28(12B):4466-4467.
[5]李小寒,尚少梅.基础护理学[M].5版.北京:人民卫生出版社,2012.
[6]钟冬秀,谢红英.护理操作与护患沟通情景一体化操作流程[M].北京:人民卫生出版社,2015.
[7]张王勇.大学生课外作业调查分析及对策研究---基于某高校本科生的调查分析[J].西藏教育,2013(9):47-49.
[8]牛亏环.大学生学习过程评价的现状、问题及对策---基于全国16所本科高校的调研[J].大学教育科学,2017(6):42-49,121.
[9]刘正芳,田丽欣,王凯丽.手机视频反馈教学在护理操作技能培训中的应用[J].护理研究,2015,29(4B):1405-1406.
[10]屠金玉,陈芳.视频作业在高职护理实训课堂中的应用[J].护理研究,2017,31(5C):1867-1868.
[11]杨伊.基于过程性评价的混合学习评价策略研究[D].上海:上海师范大学,2017.
[12]林怡.高校课程学习过程性评价的实践研究[J].教育与教学研究,2015,29(1):89-92.
[13]张彩霞,曹舸,蔡亚娜,等.视频反馈教学法在手术室新护士培训中的应用[J].护理与康复,2016,15(3):283-284.
[14]王艳,尚少梅.情境模拟教学法在护理教育中的研究与实践进展[J].中华护理教育,2013,10(7):304-307.
[15]于薇.手机视频反馈法在骨科护生临床护理技能培训中的应用[J].护士进修杂志,2018,33(9):858-859.