翻转课堂教学模式在护理本科教学中的观察
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摘要
目的通过构建翻转课堂模式(flipped class model,FCM),比较传统教学模式与FCM在临床护理教学中的应用,探讨FCM的效果及可行性。方法选取100名护理本科专业实习生作为研究对象,将其随机分为对照组和实验组。对照组采用传统教学模式,实验组采用FCM,在实习前1个月进行《护理综合技能训练》课程学习,课程结束后比较,两组护生的护理综合技能、对教学模式的自我评价、教师对护生临床综合素质的评价。结果实验组的护理综合技能成绩优于对照组,差异具有统计学意义(P <0.01);实验组的教学模式自我评价满意度优于对照组,差异具有统计学意义(P <0.01);实验组的临床综合素质评价中"好"的人数多于对照组,差异具有统计学意义(P<0.05)。结论 FCM相比传统教学模式更有优势,有助于培养更优秀的综合素质人才。
Objective To explore the effect and feasibility of flipped class model(FCM) by constructing the FCM and comparing the application of traditional teaching mode with the FCM in clinical nursing. Methods 100 nursing undergraduate interns were randomly divided into control group and experimental group. The control group adopted the traditional teaching mode. The experimental group was treated with FCM. One month before the internship, the course of Comprehensive Nursing Skills Training was conducted. At the end of the course, the comprehensive nursing skills, self-evaluation of teaching mode and evaluation of clinical comprehensive quality of nursing students by teachers were compared between the two groups. Results The results of comprehensive nursing skills in the experimental group were better than those in the control group,and the difference was statistically significant(P < 0.01). The satisfaction degree of teaching mode self-evaluation in the experimental group was better than that in the control group, with statistical significance(P < 0.01). The number of "good" in clinical comprehensive quality evaluation of the experimental group was more than that of the control group, and the difference was statistically significant(P < 0.05). Conclusion FCM has more advantages than the traditional teaching mode, and helps to cultivate better comprehensive quality talents.
Objective To explore the effect and feasibility of flipped class model(FCM) by constructing the FCM and comparing the application of traditional teaching mode with the FCM in clinical nursing. Methods 100 nursing undergraduate interns were randomly divided into control group and experimental group. The control group adopted the traditional teaching mode. The experimental group was treated with FCM. One month before the internship, the course of Comprehensive Nursing Skills Training was conducted. At the end of the course, the comprehensive nursing skills, self-evaluation of teaching mode and evaluation of clinical comprehensive quality of nursing students by teachers were compared between the two groups. Results The results of comprehensive nursing skills in the experimental group were better than those in the control group,and the difference was statistically significant(P < 0.01). The satisfaction degree of teaching mode self-evaluation in the experimental group was better than that in the control group, with statistical significance(P < 0.01). The number of "good" in clinical comprehensive quality evaluation of the experimental group was more than that of the control group, and the difference was statistically significant(P < 0.05). Conclusion FCM has more advantages than the traditional teaching mode, and helps to cultivate better comprehensive quality talents.
引文
[1]常罡.翻转课堂在手术室临床护理教学中的应用效果研究[J].中华医学教育杂志,2017,37(3):411-413.
[2]虞立,姜金霞,叶萌.翻转课堂在临床护理教学中的研究进展[J].护士进修杂志,2017,32(22):2044-2046.
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[5]沈剑辉,高兴莲,鄢利芳,等.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.
[6]宋艳丽,刘晓亭,刘伟,等.基于案例教学法的翻转课堂在《基础护理学》实训教学中的应用及评价[J].护理学报,2016,23(9):8-11.
[7]廖婧,黄柳燕,沈麒云,等.翻转课堂在实习护生腹膜透析换液临床护理教学中的应用[J].护理学报,2017,24(3):14-17.
[8]于海艳,孟莉莉,徐嵘嵘,等.基础护理学实训教学中以案例为导向的翻转课堂应用--以合肥职业技术学院为例[J].卫生职业教育,2018,36(21):72-73.
[9]Hanson J.调查本科护理专业学生翻阅课堂的经验和看法,以提高对药物科学的理解及其在临床实践中的应用[J].护士教育实践,2016,16(1):79-85.
[10]宋艳丽,刘晓亭,刘伟,等.基于案例教学法的翻转课堂在《基础护理学》实训教学中的应用及评价[J].护理学报,2016,23(9):8-11.
[11]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.
[12]赵晶晶.翻转课堂在中学信息技术课程中的教学实践[J].电脑知识与技术,2017,13(22):155-156.
[2]虞立,姜金霞,叶萌.翻转课堂在临床护理教学中的研究进展[J].护士进修杂志,2017,32(22):2044-2046.
[3]李维维,谷晓玲.翻转课堂教学模式在护理教育中的应用进展[J].护理实践与研究,2018,15(11):21-22.
[4]胡莹莹.翻转课堂教学在临床护理带教中的应用研究[J].大家健康(学术版),2016,10(7):281.
[5]沈剑辉,高兴莲,鄢利芳,等.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.
[6]宋艳丽,刘晓亭,刘伟,等.基于案例教学法的翻转课堂在《基础护理学》实训教学中的应用及评价[J].护理学报,2016,23(9):8-11.
[7]廖婧,黄柳燕,沈麒云,等.翻转课堂在实习护生腹膜透析换液临床护理教学中的应用[J].护理学报,2017,24(3):14-17.
[8]于海艳,孟莉莉,徐嵘嵘,等.基础护理学实训教学中以案例为导向的翻转课堂应用--以合肥职业技术学院为例[J].卫生职业教育,2018,36(21):72-73.
[9]Hanson J.调查本科护理专业学生翻阅课堂的经验和看法,以提高对药物科学的理解及其在临床实践中的应用[J].护士教育实践,2016,16(1):79-85.
[10]宋艳丽,刘晓亭,刘伟,等.基于案例教学法的翻转课堂在《基础护理学》实训教学中的应用及评价[J].护理学报,2016,23(9):8-11.
[11]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.
[12]赵晶晶.翻转课堂在中学信息技术课程中的教学实践[J].电脑知识与技术,2017,13(22):155-156.