基于微信平台的“翻转课堂”在实习护生法律规范教学中的应用
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摘要
目的基于微信平台的"翻转课堂"模式在实习护生的护士法律法规教学中的应用效果。方法方便抽样法选取2016年4月～2018年3月在岳阳医院实习的护生100名,按数字随机法分为对照组与观察组,每组50名。观察组采取"翻转课堂"联合"微信平台"模式教授护生相关法律法规,对照组采取传统授课法,培训3周后比较两组护生教学培训后护士法律法规理论考核成绩,并通过自制问卷对两组的教学质量进行比较。结果培训后,观察组护士法律法规理论考核成绩为(85.720±4.219)分,高于对照组的(80.080±6.779)分,差异有统计学意义(P<0.05)。观察组学生在对教学满意度、自主学习能力提高程度、学习法律法规兴趣等方面,均优于对照组,差异有统计学意义(P<0.05)。结论基于微信平台的"翻转课堂"式教学能提高实习护生对护士相关法律法规的掌握,同时有助于提高护生对授课过程的满意度,提高其自主学习能力,增加其对护士法律法规的兴趣,使护生能够在工作中更加严格要求自己,同时在临床工作中能够运用法律保护自己。
Objective To observe the application effect of the "flipped classroom" model based on WeChat platform in the teaching of nurses' laws and regulations for intern nurses.Methods A total of 100 nursing students who were interned at Yueyang Hospital from April 2016 to March 2018 were selected by convenient sampling method. They were divided into control group and observation group according to the numerical random method, 50 each. The observation group adopted the "Flipped Classroom" and "WeChat Platform" mode to teach the relevant laws and regulations of nursing students. The control group adopted the traditional teaching method. After 3 weeks of training, the results of the nurses' legal and legal examinations were compared after the training of the two groups of nursing students. Compare the teaching quality of the two groups. Results After the training, the theoretical examination results of the nurses in the observation group were(85.720±4.219), which was higher than that of the control group(80.080±6.779),the difference was statistically significant(P <0.05). The observation group students were better than the control group in terms of teaching satisfaction, improvement of self-learning ability, and interest in learning laws and regulations,the difference was statistically significant( P <0.05).Conclusion The "flipped classroom" teaching based on WeChat platform can improve the masters' nursing staff's grasp of the relevant laws and regulations of nurses, and at the same time help to improve the satisfaction of nursing students on the teaching process, improve their self-learning ability, and increase their laws and regulations on nurses. The interest in nursing students can be more stringent in their work, and they can use the law to protect themselves in clinical work.
Objective To observe the application effect of the "flipped classroom" model based on WeChat platform in the teaching of nurses' laws and regulations for intern nurses.Methods A total of 100 nursing students who were interned at Yueyang Hospital from April 2016 to March 2018 were selected by convenient sampling method. They were divided into control group and observation group according to the numerical random method, 50 each. The observation group adopted the "Flipped Classroom" and "WeChat Platform" mode to teach the relevant laws and regulations of nursing students. The control group adopted the traditional teaching method. After 3 weeks of training, the results of the nurses' legal and legal examinations were compared after the training of the two groups of nursing students. Compare the teaching quality of the two groups. Results After the training, the theoretical examination results of the nurses in the observation group were(85.720±4.219), which was higher than that of the control group(80.080±6.779),the difference was statistically significant(P <0.05). The observation group students were better than the control group in terms of teaching satisfaction, improvement of self-learning ability, and interest in learning laws and regulations,the difference was statistically significant( P <0.05).Conclusion The "flipped classroom" teaching based on WeChat platform can improve the masters' nursing staff's grasp of the relevant laws and regulations of nurses, and at the same time help to improve the satisfaction of nursing students on the teaching process, improve their self-learning ability, and increase their laws and regulations on nurses. The interest in nursing students can be more stringent in their work, and they can use the law to protect themselves in clinical work.
引文
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[2]张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012,30(04):46-51.
[3]范文翔,马燕,李凯,等.移动学习环境下微信支持的翻转课堂实践探究[J].开放教育研究,2015,21(03):90-97.
[4]马山珊.中美护士管理法律制度的比较研究[D].第二军医大学,2010.
[5]余军玲,姚宏燕,李晓虹,等.新入职护士护理理论知识及技能培训需求的调查[J].上海护理,2014,14(04):8-10.
[6]刘芳.基于微课的翻转课堂教学模式在护理学导论教学中的应用[J].护理研究,2016,30(27):3406-3408.
[7]沈思媚,朱芬芬,雷洁,等.高职大学生临床护理实践中加强法制教育的成效[J].护士进修杂志,2010,25(15):1362-1364.
[8]Carol B,Della R.Flipping the Classroom With Team-Based Learning in Undergraduate Nursing Education[J].Nurse Educator,2015,40(2):71-74.
[9]杨晓玲,曾建霜,杨微.翻转课堂教学法在我国护理教育教学中应用的SWOT分析[J].护理学杂志,2016,31(15):70-72.
[10]Dearnley C,Rhodes C,Roberts P,et al.Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change[J].Nurse Education Today,2018(60):75-83.