微课与慕课融合教学模式在护生临床实习阶段的应用探讨

Application of the integration teaching mode of micro-class and MOOC in clinical practice of nursing students

目的探讨微课与慕课融合教学模式在护生临床实习中的应用和效果。方法以牡丹江医学院附属红旗医院2012级进入临床实习阶段的142名护理专业学生作为研究对象,根据学生的主观参与意愿,分为对照组和观察组。对照组护生采取传统的教学方法,观察组护生采取微课与慕课融合的教学模式,即以微课为导向、以慕课为主体,将二者有效结合,对护生的自习进行指导。结果在全体护生实习阶段的学习感受方面,除了正确认识实习阶段自习的重要性等3项比较,差异无统计学意义外(P>0.05),其余各项比较,观察组护生取得的结果均好于对照组,两组比较差异均有统计学意义(P<0.05)。以观察组护生为调查对象,大部分护生认为微课与慕课融合的教学模式各环节设置合理、学习体会较好,并有能力完成全部课程。结论微课与慕课融合教学模式较好地满足了护生临床实习阶段个性化知识的获取需求,教学效果显著。

Objective To explore the application of the integration teaching mode of micro-class and MOOC in clinical practice of nursing students and its effectiveness. Methods Totally 142 Grade 2012 nursing students in clinical practice in our hospital were recruited as subjects of this study. We divided them into control group and observation group based on their will of participation. The control group received the traditional teaching method, while the observation group received the integration teaching mode of micro-class and MOOC , in which the nursing students^ self-study was guided with the effective combination of micro-class as the orientation and MOOC as the main body. Results As for all the nursing students ＂ learning experience at clinical practice stage, the two groups did not differ significantly in three indexes including correct understanding of the importance of self-study during clinical practice （P 〉0. 05 ）. However, the observation group outperformed the control group in the other indexes with significant difference （ P 〈 0. 05 ）. Most nursing students in the observation group thought that the integration teaching mode had reasonable arrangements in all teaching links and provided them a good learning experience, which enabled them to complete all courses. Conclusion The integration teaching mode of micro-class and MOOC can meet nursing students ＇ needs for personalized knowledgeacquisition in clinical practice and achieve obvious teaching effects.