综合信息化平台在健康评估课程教学中的应用效果

Application of comprehensive informatlon-based platform in ‘Health Assessment＇ teaching

目的探讨MOOC背景下的信息化教学平台在健康评估课程教学中的实践效果，以提高教学质量，提升学生的自我导向学习能力。方法按照整群抽样原则选取某卫生学院2014级护理专科学生140人，按照班级分成实验组60人和对照组80人。2015年2—7月，通过充分调研，搭建综合信息化教学平台，包括心肺听诊室、带自动录播系统的健康评估实训室、《健康评估精品共享资源库》。对照组采用传统教学法，所有教学环节均在多媒体教室和健康评估室开展，以传统课堂讲授为主；实验组在信息化平台的基础上以自主学习、教师引导为主；两组教学均开展一个学期。比较两组学生理论和技能考核成绩、学生对教学实施的评价和自我导向学习能力的差异。结果实验组学生理论、技能成绩分别为（88．70±4．15），（90．24±3．21）分，高于对照组的（78．68±10．67），（80．54±3．63）分，差异有统计学意义（P〈0．01）。实验组护生对教学方法态度评价高于对照组。差异有统计学意义（P〈0．01）。干预后实验组自我导向学习能力的学习意识、学习策略、学习行为、学习评价、人际交流5个维度得分均高于对照组，差异有统计学意义（P〈O．01）。结论综合信息化平台应用在健康评估课程教学中，有利于提升学生的自我导向学习能力，提高教学质量，学生对此方法认可度较高。

Objective To investigate effects of comprehensive information-based platform in ＇Health Assessment＇ teaching and improve teaching quality and self-orientation learning ability of students at the background of massive open online course （ MOOC）.Methods A total of 140 nursing students were randomly divided into control group （n = 80） and experimental group （n = 60）. After investigation from February to July 2015, comprehensive information-based platform was set up and included auscultation room, health assessment practical room with automatically recording and broadcasting system and ＇ Resource Library of Recommended Health Assessment＇. Students in control group were given traditional teaching methods, while students in experimental group were given information-based teaching interventions for one term. Theory and practical test results, students＇ evaluation to teaching and ability of self-study between two groups were compared.Results Test scores of theory and practical skills in experimental group [ （88.70±4.15） and （90.24±3.21）] were better than control group [ （78.68±10.67） and （80.54±3.63）]. The differences were statistically significant （P〈0.01）. Evaluation to teaching of students in experimental group was better than control group （P〈0.01）. Nurse students in experimental group had higher scores on 5 aspects including learning awareness, learning strategy, learning behavior, learning evaluation and interpersonal communication than students in control group （P〈 0. 01 ）. Conclusions Application of comprehensive information-based platform in teaching of ＇ Health Assessment＇ could improve students＇ self-direct learning ability and teaching quality. Students accept the teaching method properly.