“5E”学习环模式在护理基本技能情境模拟教学中的应用
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摘要
目的探讨"5E"学习环模式在护理基本技能情境模拟教学中的应用效果。方法将2016级287名护理本科生作为试验组,在护理基本技能实验教学中采用"5E"学习环模式(包括参与、探究、解释、精制、评价5个环节);2015级223名护理本科生为对照组,采用常规的情境模拟教学。教学后,比较两组课程成绩,并调查试验组对该教学方法效果的评价。结果两组学生期末理论考试成绩比较,差异无统计学意义(P>0.05);试验组实验课成绩优于对照组,差异有统计学意义(P<0.05),且对改进的教学方法持肯定态度。结论将"5E"学习环模式应用于护理基本技能的情境模拟实验教学,有利于学生综合素质的培养,进而提高人才培养质量。
Objective To explore the effects of 5E learning cycle in the experimental course of basic nursing skills. Methods A total of 287 nursing undergraduates enrolled in 2016 were selected as the experimental group.A new teaching method,5E(engage,explore,explain,elaborate,evaluate) learning cycle,was taken in the course of basic nursing skills. Undergraduates enrolled in 2015 were in the control group and received conventional teaching.The teaching effects and attitudes to the new teaching method were compared between the two groups. Results The final theory test scores of two groups showed no statistical difference(P>0.05). Performance in the class of undergraduates enrolled in 2016 was better than the students in the control group(P<0.05). Their attitude towards to the new teaching method was satisfied. Conclusion Application of 5 E learning cycle to the course of basic nursing skills could promote the development of the comprehensive abilities of the nursing students and the quality of nursing education.
Objective To explore the effects of 5E learning cycle in the experimental course of basic nursing skills. Methods A total of 287 nursing undergraduates enrolled in 2016 were selected as the experimental group.A new teaching method,5E(engage,explore,explain,elaborate,evaluate) learning cycle,was taken in the course of basic nursing skills. Undergraduates enrolled in 2015 were in the control group and received conventional teaching.The teaching effects and attitudes to the new teaching method were compared between the two groups. Results The final theory test scores of two groups showed no statistical difference(P>0.05). Performance in the class of undergraduates enrolled in 2016 was better than the students in the control group(P<0.05). Their attitude towards to the new teaching method was satisfied. Conclusion Application of 5 E learning cycle to the course of basic nursing skills could promote the development of the comprehensive abilities of the nursing students and the quality of nursing education.
引文
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[8]Namdar B,Kucuk M.Preservice science teachers'practices of critiquing and revising 5E lesson plans[J].J Sci Teacher Educ,2018,29(6):468-484.
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[13]刘茜.护理模拟教学中应用引导性反馈的研究进展[J].护理学杂志,2015,30(1):96-98.
[14]刘敦,姜小鹰,宋继红.情景模拟教学在普外科护理综合实验中的应用与效果评价[J].中华护理教育,2015,12(1):34-37.
[15]冉希,廖碧珍.案例教学结合真实性评价在妇产科护理学实验课教学中的应用[J].中华护理教育,2016,13(1):34-38.
[16]梁涛,郭爱敏.临床护理情景模拟教学应用指南及典型案例荟萃[M].北京:人民卫生出版社,2014:67-91.
[17]康晓凤,陈京立,绳宇,等.以临床能力为基础构建护理专业本科实践教学体系[J].中华护理教育,2015,12(1):63-65.
[2]Bell B.Students'ideas about plant nutrition:What are they?[J].J Biol Educ,1985,19(3):213-218.
[3]Groom JA,Henderson D,Sittner BJ.NLN/Jeffries Simulation Framework State of the Science Project:simulation design characteristics[J].Clin Simul Nurs,2014,10(7):337-344.
[4]王艳玲,孙柳,吴瑛.情景教学在我国护理教育中的应用现状及思考[J].中国护理管理,2014,14(4):354-357.
[5]何桂娟,沈翠珍,马小琴,等.中医院校护理人才培养模式的实践研究[J].中华护理教育,2017,14(11):836-839.
[6]苏银花,廖力,王丽朵.5E教学模式在《护理学基础》实验教学中的应用[J].护理研究,2017,31(10C):3830-3833.
[7]王健,李秀菊.5E教学模式的内涵及其对我国理科教育的启示[J].生物学通报,2012,47(3):39-42.
[8]Namdar B,Kucuk M.Preservice science teachers'practices of critiquing and revising 5E lesson plans[J].J Sci Teacher Educ,2018,29(6):468-484.
[9]Hakan S.The effect of learning cycle models on achievement of students:a meta-analysis study[J].Int J Educ Method,2018:4(1):1-18.
[10]Sahin SMS,Baturay MH.The effect of 5E-learning model supported with Web-Quest media on students achievement and satisfaction[J].E-Learning and Digital Media,2016,13(3-4):158-175.
[11]Rachmawati E,Nurohman S,Widowati A.Development of the living thing transportation systems worksheet on learning cycle model to increase students understanding[J].IPO Conference Series:Materials Science and Engineering,2018,296:012004.
[12]易利娜,赵玲,王蓉,等.形成性评价在护理本科生护理学基础基本技能课程教学中的应用[J].中华现代护理杂志,2017,23(26):3423-3426.
[13]刘茜.护理模拟教学中应用引导性反馈的研究进展[J].护理学杂志,2015,30(1):96-98.
[14]刘敦,姜小鹰,宋继红.情景模拟教学在普外科护理综合实验中的应用与效果评价[J].中华护理教育,2015,12(1):34-37.
[15]冉希,廖碧珍.案例教学结合真实性评价在妇产科护理学实验课教学中的应用[J].中华护理教育,2016,13(1):34-38.
[16]梁涛,郭爱敏.临床护理情景模拟教学应用指南及典型案例荟萃[M].北京:人民卫生出版社,2014:67-91.
[17]康晓凤,陈京立,绳宇,等.以临床能力为基础构建护理专业本科实践教学体系[J].中华护理教育,2015,12(1):63-65.