反例结合微视频教学在护生心肺复苏实训中的应用
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摘要
目的探讨反例结合微视频教学在护生心肺复苏实训中的应用效果。方法抽取2016级大专护理学生40人,随机分成对照组和观察组各20人,对照组实施常规教学,观察组在此基础上开展反例结合微视频教学。实训结束后评价教学效果。结果观察组心肺复苏技能考核成绩、模拟抢救成功率以及对教学效果的评价显著优于对照组(P<0.05,P<0.01),操作易错点发生率显著低于对照组(P<0.05,P<0.01)。结论反例结合微视频教学能有效提高护生心肺复苏操作质量,培养评判性思维,激发学习动机。
Objective To explore the effect of counterexample and micro video filming in cardiopulmonary resuscitation training for nursing students.Methods A total of 40 nursing students pursuing associate′s degree were randomly divided into a control group and an observation group, with 20 students in each group. Conventional teaching was used in the control group and counterexample micro video filming was employed in the observation group. The teaching effects were evaluated after training.Results The observation group had significantly higher scores of cardiopulmonary resuscitation exam,success rate of simulated rescue,evaluation of tea-ching, and significantly lower incidence rates of error-prone points, than the control group(P<0.05,P<0.01).Conclusion Application of counterexample micro video filming can effectively improve the quality of cardiopulmonary resuscitation training,cultivate students′ critical thinking ability and inspire students′ learning interest.
Objective To explore the effect of counterexample and micro video filming in cardiopulmonary resuscitation training for nursing students.Methods A total of 40 nursing students pursuing associate′s degree were randomly divided into a control group and an observation group, with 20 students in each group. Conventional teaching was used in the control group and counterexample micro video filming was employed in the observation group. The teaching effects were evaluated after training.Results The observation group had significantly higher scores of cardiopulmonary resuscitation exam,success rate of simulated rescue,evaluation of tea-ching, and significantly lower incidence rates of error-prone points, than the control group(P<0.05,P<0.01).Conclusion Application of counterexample micro video filming can effectively improve the quality of cardiopulmonary resuscitation training,cultivate students′ critical thinking ability and inspire students′ learning interest.
引文
[1] 李艳.适时教学策略在高职护理专业学生心肺复苏教学中的应用[J].中华护理教育,2018,15(3):200-204.
[2] 张淑艳,王文生.护理高职生单人徒手心肺复苏术参赛结果分析[J].中华护理教育,2015,12(4):273-274.
[3] 张桃桃,李云飞,孙莉.不同生源本科护生对2015版单人徒手心肺复苏掌握情况的调查分析[J].当代护士,2018(8):158-159.
[4] 许巧兰.护理专业学生在心肺复苏操作学习中存在的问题及对策[J].中国校医,2015,29(1):22,24.
[5] 邓雪冰,肖延龄,阳海华,等.基于微视频的翻转课堂教学模式在助产专业外科护理实训教学中的应用效果探讨[J].当代医药论丛,2017,(6):143-144.
[6] 曾春燕,姚静.“反例”小角色大作用——反例教学的重要性[J].首都师范大学学报(自然科学版),2017,38(4):18-23.
[7] 贾亚南,蒋培余,金静芬.高质量心肺复苏的应用与应对策略研究现状[J].中国护理管理,2016,16(2):274-277.
[8] 曾衡,罗顺清,曾莉,等.情景模拟在儿科护生小儿心肺复苏技能培训中的应用[J].齐鲁护理杂志,2018,24(15):55-57.
[9] Lai C Y, Wu C C.Supporting nursing students critical thinking with a mobile web learning environment[J].Nurs Educ,2012,37(6):235-236.
[10] 肖泽梅,吴婷,邓雪英.护生评判性思维培养的研究进展[J].护理学杂志,2016,31(16):98-101.
[11] 张志刚,侯宇颖,张捃,等.7种教学方法对护理专业学生评判性思维能力影响的网状Meta分析[J].中华护理杂志,2016,51(8):960-966.
[12] Jacobson T, Belcher E, Sarr B, et al.Clinical scenarios:enhancing the skill set of the nurse as a vigilant guardian[J].J Contin Educ Nurs,2010,41(8):347-353.
[2] 张淑艳,王文生.护理高职生单人徒手心肺复苏术参赛结果分析[J].中华护理教育,2015,12(4):273-274.
[3] 张桃桃,李云飞,孙莉.不同生源本科护生对2015版单人徒手心肺复苏掌握情况的调查分析[J].当代护士,2018(8):158-159.
[4] 许巧兰.护理专业学生在心肺复苏操作学习中存在的问题及对策[J].中国校医,2015,29(1):22,24.
[5] 邓雪冰,肖延龄,阳海华,等.基于微视频的翻转课堂教学模式在助产专业外科护理实训教学中的应用效果探讨[J].当代医药论丛,2017,(6):143-144.
[6] 曾春燕,姚静.“反例”小角色大作用——反例教学的重要性[J].首都师范大学学报(自然科学版),2017,38(4):18-23.
[7] 贾亚南,蒋培余,金静芬.高质量心肺复苏的应用与应对策略研究现状[J].中国护理管理,2016,16(2):274-277.
[8] 曾衡,罗顺清,曾莉,等.情景模拟在儿科护生小儿心肺复苏技能培训中的应用[J].齐鲁护理杂志,2018,24(15):55-57.
[9] Lai C Y, Wu C C.Supporting nursing students critical thinking with a mobile web learning environment[J].Nurs Educ,2012,37(6):235-236.
[10] 肖泽梅,吴婷,邓雪英.护生评判性思维培养的研究进展[J].护理学杂志,2016,31(16):98-101.
[11] 张志刚,侯宇颖,张捃,等.7种教学方法对护理专业学生评判性思维能力影响的网状Meta分析[J].中华护理杂志,2016,51(8):960-966.
[12] Jacobson T, Belcher E, Sarr B, et al.Clinical scenarios:enhancing the skill set of the nurse as a vigilant guardian[J].J Contin Educ Nurs,2010,41(8):347-353.