基于智能云平台辅助高职护理实训教学的应用研究
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摘要
目的探讨基于智能云平台在高职护理实训教学中的辅助作用。方法选取2018年3～7月安徽中医药高等专科学校2017级112名护理专业护生,按照第一学期末成绩将其分为对照组和研究组,各56名。对照组采用传统实训教学方法,研究组采用基于智能云平台辅助实训教学方法。对比两组护生的实训考核成绩及其对教学效果的评价,并对比两组的自主学习能力。结果研究组与对照组比较,实训考核理论知识、实训操作得分及总分均较高,差异均有统计学意义(P<0.05);研究组与对照组比较,注意力、接收知识能力、课堂氛围等7项教学效果评分及总均分均较高,差异均有统计学意义(P<0.05);教学前研究组与对照组4项自主学习能力评分及总分比较,差异均无统计学意义(P>0.05),教学后研究组与对照组比较,上述自主学习能力评分均较高,且差异有统计学意义(P<0.05),教学后与教学前比较,研究组4项自主学习能力评分均升高,且差异有统计学意义(P<0.05),而对照组教学前后比较差异无统计学意义(P>0.05)。结论基于智能云平台的教学方法应用于高职护理实训辅助教学中,有助于提高实训教学成绩、提升实训教学效果,并且有利于培养护生自主学习能力,值得借鉴和应用。
Objective To explore the auxiliary role of intelligent cloud platform in the teaching of high vocational nursing training. Methods A total of 112 nursing students from 2017 in Anhui College of Traditional Chinese Medicine from March to July 2018 were selected. According to the results of the first semester, they were divided into control group and study group, with 56 cases in each group. The control group used the traditional training teaching method,and the study group used the intelligent cloud platform assisted training teaching method. The training results of the two groups of nursing students and their evaluation of the teaching effect were compared, and the independent learning ability of the two groups was compared. Results Compared with those of the control group, the training assessment theoretical knowledge, training operation scores and total scores of the study group were higher, and the differences were statistically significant(P<0.05). The scores of seven teaching effects including attention and receiving knowledge ability and classroom atmosphere, etc and total scores of the study group were higher than those of the control group, and the differences were statistically significant(P<0.05). There was no statistically significant difference in the four independent learning ability scores and total scores between the study group and the control group before teaching(P>0.05). After the teaching, the study group had higher scores of the above self-learning ability than the control group, and the difference was statistically significant(P<0.05). The self-learning ability of the four aspects after teaching in the study group was higher than that before teaching, with statistical difference(P<0.05). There was no significant difference in the control group before and after teaching(P>0.05). Conclusion The teaching method based on intelligent cloud platform applied to the teaching of higher vocational nursing training is helpful to improve the result of practical training teaching and improve the effect of practical training teaching. It is also conducive to cultivating the independent learning ability of nursing students, which is worthy of reference and application.
Objective To explore the auxiliary role of intelligent cloud platform in the teaching of high vocational nursing training. Methods A total of 112 nursing students from 2017 in Anhui College of Traditional Chinese Medicine from March to July 2018 were selected. According to the results of the first semester, they were divided into control group and study group, with 56 cases in each group. The control group used the traditional training teaching method,and the study group used the intelligent cloud platform assisted training teaching method. The training results of the two groups of nursing students and their evaluation of the teaching effect were compared, and the independent learning ability of the two groups was compared. Results Compared with those of the control group, the training assessment theoretical knowledge, training operation scores and total scores of the study group were higher, and the differences were statistically significant(P<0.05). The scores of seven teaching effects including attention and receiving knowledge ability and classroom atmosphere, etc and total scores of the study group were higher than those of the control group, and the differences were statistically significant(P<0.05). There was no statistically significant difference in the four independent learning ability scores and total scores between the study group and the control group before teaching(P>0.05). After the teaching, the study group had higher scores of the above self-learning ability than the control group, and the difference was statistically significant(P<0.05). The self-learning ability of the four aspects after teaching in the study group was higher than that before teaching, with statistical difference(P<0.05). There was no significant difference in the control group before and after teaching(P>0.05). Conclusion The teaching method based on intelligent cloud platform applied to the teaching of higher vocational nursing training is helpful to improve the result of practical training teaching and improve the effect of practical training teaching. It is also conducive to cultivating the independent learning ability of nursing students, which is worthy of reference and application.
引文
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[12]彭小青,沈守荣,张浩,等.“互联网+”模式在医学教育中的应用研究[J].中华医学教育探索杂志,2017,16(8):846-851.
[13]于利伟,张菲,赖薇.导生制联合移动学习终端教学在护理学基础实训课中的应用[J].护理学杂志,2017,32(5):82-84.
[14]Engbers R,Fluit CRMG,Bolhuis S,et al.Implementing medical teaching policy in university hospitals[J].Adv Health Sci Educ Theory Pract,2017,22(4):985-1009.
[15]宋艳丽,董博,吴菲,等.多元智能理论在基础护理学综合实训教学中的应用效果[J].护理研究,2017,31(9):1129-1133.
[2]程丽楠,吴建军,姚水洪.高职高专护理专业现代学徒制人才培养模式SWOT分析[J].护士进修杂志,2018,33(10):16-18.
[3]牟萍.基于物联网、云技术和大数据的高校智能化教学环境构建[J].重庆师范大学学报:自然科学版,2017,34(5):81-86.
[4]Byrd AS,Mc Mahon PM,Vath RJ,et al.Integration of mobile devices to facilitate patient care and teaching during family-centered rounds[J].Hosp Pediatr,2018,8(1):44-48.
[5]何海艳,段艮芳,吴学华.中高职护生基础护理学实训教学实践与效果[J].护理管理杂志,2016,16(12):889-891.
[6]张喜琰,李小寒.护理专业学生自主学习能力测评工具的研制[J].护理研究,2009,23(3):639-640.
[7]张迪,闻彩芬,濮丽萍,等.高职护理高仿真实训项目量化评价体系的建立与应用[J].护理研究,2017,31(1):363-365.
[8]魏志明,夏立平,陈国忠.医教协同培养基层护理人才的探索与实践[J].中国职业技术教育,2017,8(28):90-92.
[9]Mackay BJ,Anderson J,Harding T.Mobile technology in clinical teaching[J].Nurse Educ Pract,2017,22(1):1-6.
[10]李剑,李芳,岳月娟,等.基础护理实验教学中针刺伤现状及原因分析[J].重庆医学,2017,46(12):1718-1719.
[11]邹娟娟.大数据时代教学新模式:知识传授与内化互补融合[J].江西社会科学,2017,37(4):250-256.
[12]彭小青,沈守荣,张浩,等.“互联网+”模式在医学教育中的应用研究[J].中华医学教育探索杂志,2017,16(8):846-851.
[13]于利伟,张菲,赖薇.导生制联合移动学习终端教学在护理学基础实训课中的应用[J].护理学杂志,2017,32(5):82-84.
[14]Engbers R,Fluit CRMG,Bolhuis S,et al.Implementing medical teaching policy in university hospitals[J].Adv Health Sci Educ Theory Pract,2017,22(4):985-1009.
[15]宋艳丽,董博,吴菲,等.多元智能理论在基础护理学综合实训教学中的应用效果[J].护理研究,2017,31(9):1129-1133.