互联网+翻转课堂在护理生毕业前技能实训教学中的应用
|
摘要
目的探讨互联网+翻转课堂新型护理实训教学模式在护理生毕业前技能实训教学中的应用效果。方法选取2014级护理本科2班毕业生共46人为教学对象,按教学要求随机分成2组,取其中一组为对照组,一组为观察组,对照组23人采用传统示教+训练教学模式进行技能实训教学,观察组23人在传统的示教+训练教学模式同时联合采用互联网+翻转课堂新型护理实训教学模式,以互联网微信,微助教为平台,按"课前预习+探究实训(示教+训练)+总结反馈"步骤进行教学,课程结束后,比较2组毕业生的技能考核成绩,对教学效果的满意度。结果 2组毕业生的技能考核成绩有显著差异,观察组高于对照组(P<0.05)。观察组对教学效果满意度较高。结论将互联网+翻转课堂新型护理实训教学模式应用于毕业前技能实训教学中,全面提升学生的实训技能,综合能力及职业核心胜任力,护理生对教学的满意度较高,值得推广应用。
Objective To explore the application effect of the new nursing practice teaching mode in the Internet and flipped classroom for nursing students before graduation. Methods A total of 46 nursing undergraduates from Class 2 of Grade 2014 were randomly divided into two groups according to the teaching requirements. One group was the control group, and the other was the observation group. The other 23 students in the control group were taught with traditional teaching and training mode. The other 23 students in the observation group were taught with traditional teaching and training mode. Combined with the Internet and flipped classroom new nursing practice teaching mode, the Internet WeChat, micro assistant teaching platform, according to the "pre class, inquiry training(teaching and training) and feedback" step teaching. At the end of the course, the skills assessment results of two groups of graduates,and the satisfaction of teaching effect was compared. Results There was a significant difference between the two groups in skill examination results, and the observation group was higher than the control group( P < 0.05). The observation group was more satisfied with the teaching effect. Conclusion The application of Internet and flipped classroom new nursing practical teaching mode in pre graduation skills training teaching can enhance students' training skills, comprehensive ability and core competency.
Objective To explore the application effect of the new nursing practice teaching mode in the Internet and flipped classroom for nursing students before graduation. Methods A total of 46 nursing undergraduates from Class 2 of Grade 2014 were randomly divided into two groups according to the teaching requirements. One group was the control group, and the other was the observation group. The other 23 students in the control group were taught with traditional teaching and training mode. The other 23 students in the observation group were taught with traditional teaching and training mode. Combined with the Internet and flipped classroom new nursing practice teaching mode, the Internet WeChat, micro assistant teaching platform, according to the "pre class, inquiry training(teaching and training) and feedback" step teaching. At the end of the course, the skills assessment results of two groups of graduates,and the satisfaction of teaching effect was compared. Results There was a significant difference between the two groups in skill examination results, and the observation group was higher than the control group( P < 0.05). The observation group was more satisfied with the teaching effect. Conclusion The application of Internet and flipped classroom new nursing practical teaching mode in pre graduation skills training teaching can enhance students' training skills, comprehensive ability and core competency.
引文
[1]祝智庭,管珏琪,邱慧娴.翻转课堂国内应用实践与反思[J].电化教育研究,2015,36(6):66-72.
[2]马秀麟,赵国庆,邬彤.大学信息技术公共课翻转课堂教学的实证研究[J].中国中医药现代远程教育,2016(1):79-85.
[3]赵兴龙.翻转教学的先进性和局限性[J].中国教育学刊,2013(4):65-68.
[4]孙峰,龙宝新.翻转课堂的理性反思与本土化建构[J].电化教育研究,2015(9):83-88.
[5]张瑜,王利洁,姜潇.翻转课堂在外科护理技术实训教学中的应用[J].卫生职业教育2017(7):100-101.
[6] Kelly M,Lyng C,Mcgrath M,et al. A multi-method study to determine the effectiveness and stduent attitudes to online instructional videos for teaching clinical nursing skills[J]. Nurse Educ Today,2009,29(3):292-300.
[7] Lu D F,Lin Z C,Li Y J. Effects of a web-based course on nursing skills and knowledge’s learning[J]. Toenail of Nursing Edcation,2009,48(2):70-77.
[8] Strayer J F. How learning in an inverted classroom influences cooperation,innovation and task orientation[J]. Learning Environments Research,2012,15:171-193.
[9] Nwosisi C,Ferreira A,Rosenberg W,et al. A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content[J]. International Journal of Information and Education Technology,2016(6):348-351.
[2]马秀麟,赵国庆,邬彤.大学信息技术公共课翻转课堂教学的实证研究[J].中国中医药现代远程教育,2016(1):79-85.
[3]赵兴龙.翻转教学的先进性和局限性[J].中国教育学刊,2013(4):65-68.
[4]孙峰,龙宝新.翻转课堂的理性反思与本土化建构[J].电化教育研究,2015(9):83-88.
[5]张瑜,王利洁,姜潇.翻转课堂在外科护理技术实训教学中的应用[J].卫生职业教育2017(7):100-101.
[6] Kelly M,Lyng C,Mcgrath M,et al. A multi-method study to determine the effectiveness and stduent attitudes to online instructional videos for teaching clinical nursing skills[J]. Nurse Educ Today,2009,29(3):292-300.
[7] Lu D F,Lin Z C,Li Y J. Effects of a web-based course on nursing skills and knowledge’s learning[J]. Toenail of Nursing Edcation,2009,48(2):70-77.
[8] Strayer J F. How learning in an inverted classroom influences cooperation,innovation and task orientation[J]. Learning Environments Research,2012,15:171-193.
[9] Nwosisi C,Ferreira A,Rosenberg W,et al. A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content[J]. International Journal of Information and Education Technology,2016(6):348-351.