摘要
目的探讨以问题为导向的教学法(problem-based learning,PBL)结合翻转课堂教学模式在社区护理教学中的应用效果。方法2019年2—6月,选取上海健康医学院附属卫生学校金山分校2018级中高职贯通护理专业2个班级60名学生为研究对象。其中护理1班为观察组(30名),护理2班为对照组(30名)。对照组接受常规护理教学方案。观察组接受PBL与翻转课堂相结合的教学方案。分别于护理教学前后(学期期末)评价两组学生的教育环境、学习策略水平、护理核心能力。课程学习结束后,对两组学生的理论知识学习情况、实践技能情况进行考核。结果护理教学活动后,观察组学生学习知觉、教师知觉、学术知觉、环境知觉、社交知觉评分以及教育环境总分均显著高于护理教学前以及对照组护理教学后,差异有统计学意义(P<0.05)。护理教学活动后,观察组认知策略、元认知策略、情感策略、资源策略评分以及学习策略总分均显著高于护理教学前和对照组护理教学后,差异有统计学意义(P<0.05)。护理教学活动后,观察组评判性思维能力、临床护理、领导能力、人际关系、伦理/法律实践、专业发展、教育/咨询评分及护理核心能力总分均显著高于教学前及对照组同期,差异有统计学意义(P<0.05)。观察组理论考核成绩、实践技能考核成绩显著高于对照组,差异有统计学意义(P<0.05)。结论PBL结合翻转课堂教学模式在社区护理教学中的应用显著,改变了学习氛围,提高了学生的护理核心能力。
Objective To explore the application effect of PBL combined with flipped classroom teaching mode in community nursing teaching.Methods From February to June 2019,60 students from two classes of nursing majors in the 2018 level of Shanghai Health Medical College Affiliated Health School Jinshan Branch were selected as the research subjects.Among them,nursing class 1 was the observation group(30 members),and nursing class 2 was the control group(30 members).The control group received routine nursing teaching program.The observation group received the teaching program combining PBL and flipped classroom.The educational environment,learning strategy level and nursing core competence of the two groups of students were evaluated before and after the intervention(at the end of the semester).At the end of the course,the theoretical knowledge learning and practical skills of the two groups of students were assessed.Results After nursing teaching activities,the observation group students'learning perception,teacher perception,academic perception,environmental perception,social perception scores,and total score of educational environment were significantly higher than before nursing teaching and after nursing teaching in the control group,with statistical significance(P<0.05).After nursing teaching activities,the cognitive strategy,metacognitive strategy,emotional strategy,resource strategy scores,and total learning strategy scores of the observation group were significantly higher than those of the pre nursing teaching group and the control group after nursing teaching,with a statistically significant difference(P<0.05).After nursing teaching activities,the observation group had significantly higher critical thinking ability,clinical nursing,leadership ability,interpersonal relationships,ethical/legal practice,professional development,education/consulting scores,and total scores of nursing core abilities compared to the pre teaching and control groups during the same period,with statistically significant differences(P<0.05).The theoretical assessment scores and practical skill assessment scores of the observation group were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).Conclusion PBL combined with flipped classroom teaching mode has been significantly applied in community nursing teaching,which has changed the learning atmosphere and improved students'core nursing ability.
作者
程晓钰
周芬华
姬艳
CHENG Xiaoyu;ZHOU Fenhua;JI Yan(Professional Office,Shanghai Health Medical College Affiliated Health School Jinshan Branch,Shanghai 201599,China)
出处
《中国继续医学教育》
2023年第11期36-40,共5页
China Continuing Medical Education
基金
上海市金山区职教集团2021年建设项目(ZJJT2021-7-6)。
关键词
翻转课堂
PBL
护理教学
社区护理
护理核心能力
教学质量
flipped classroom
PBL
nursing teaching
community care
nursing core competence
quality of teaching
