《循证护理学》混合模式教学与课堂教学效果的研究

Study on mixed mode teaching and classroom teaching effect of“evidence-based nursing”

[目的]比较基于线上教学与翻转课堂相结合的混合模式教学与课堂教学在护理研究生中开展《循证护理学》的教学效果。[方法]选取2014年9月—2015年1月在复旦大学参加《循证护理学》课堂教学的全日制研究生和研究生课堂班80名学生作为对照组,以同期参加混合模式教学且来自CMB资助的8所高校的全日制护理研究生24名作为观察组。教材、授课内容、教学团队及考核方式均一致。[结果]在课程后对照组和观察组学生对循证护理知识的掌握评分均显著增加;对照组学生对循证护理价值的态度更为积极,但对学习循证护理的期望评分显著下降;观察组学生的态度得分和期望得分无显著变化。协方差分析表明,在排除基线不均衡的影响下,混合模式教学比课堂教学能够提高学生对循证护理的知识、态度、期望达成及能力自评评分。[结论]混合模式教学能够有效促进教育资源的共享,提高教学质量和促进学生自主学习。

Objective：To compare the teaching effect of mixed-mode teaching based on a combination of online teaching and flipped classroom and classroom teaching for ＂evidence - based nursing＂ in nursing graduate students. Methods. A total of 80 full - time students who participated in classroom teaching from September 2014 to January 2015 in Fudan university were taken as control group, another 24 cases of full - time students who participated in the mixed mode of teaching at the same period, from eight universities funded by CMB were taken as observation group. Textbooks, lectures, teaching team and assessment methods were consistent. Re- sults：After the course, the students grasping the evidence- based nursing knowledge scores in control group and observation group increased significantly;the control group students＇ attitudes on the value of evidence- based care was more positive, but expect score of learning evidence- based nursing decreased significantly;in observa- tion group students＇ attitudes score and expectations score did not change significantly. Covariance analysis indi- cated that excluding the impact of uneven baseline, mixed- mode teaching than classroom teaching can improve the self- assessment score of students＇ knowledge of evidence- based nursing, attitudes, expectations and ability. Conclusion ： The mixed - mode teaching can effectively promote the sharing of educational resources, improve the quality of teaching and promote independent learning.