第二课堂在《老年护理学》教学中的应用

Application of second classroom in the education of ＂Geriatric Nursing＂

目的 探讨第二课堂对于提高老年护理学教学效果的作用.方法 采用目的抽样法选取2014年9月—2015年2月首都医科大学护理大专生53人,随机分为观察组28人和对照组25人,对照组采用传统教学方式,观察组在传统教学方式的基础上进行第二课堂教学.采用自我导向学习等级评定量表、老年护理学理论成绩评价学习效果.结果 老年护理学理论考试成绩均有所提高,观察组平均分为（80.28±6.15）分,对照组平均分为（72.33±9.78）分,其差异有统计学意义（t=4.43,P〈0.05）.观察组在学习意识、学习行为、学习策略、学习评价、人际关系能力的自我导向学习能力得分上较对照组均有提高,其差异有统计学意义（t值分别为4.198、8.314、10.237、12.639、5.109;P〈0.05）.结论 老年护理学中开设第二课堂给学生提供了创新、展示、实践与回味所学知识的平台,能有效激发学生的专业学习兴趣,有利于人文关怀能力的培养,提高护理大专学生自我导向学习能力.

Objective To explore the effect of the second class on improving teaching results in ＂Geriatric Nursing＂.Methods A total of 53 junior college nursing students of Capital Medical University were selected by purposive sampling from September 2014 to February 2015. They were randomly divided into observation group （n=28, traditional teaching method ＋ the second class teaching） and control group （n=25, traditional teaching method）. The learning effects were evaluated with the self-rating scale for self-sirected learning （SRSSDL） and the theoretical achievements of ＂Geriatric Nursing＂.Results The theoretical achievements of ＂Geriatric Nursing＂ all improved. The average of the theoretical achievements was （80.28±6.15） in observation group and （72.33±9.78） in control group with a significant difference （t=4.43,P〈0.05）. The scores of SRSSDL in learning awareness, learning behavior, learning strategy, learning evaluation, interpersonal relations skills in observation group were all better than those in control with significant differences （t=4.198, 8.314, 10.237, 12.639, 5.109;P〈0.05）.Conclusions The second class in ＂Geriatric Nursing＂ provides a platform for innovation, demonstration, practice and knowledge aftertaste. It can effectively inspire students＇ learning interest in the major, be in favor of cultivation in humanistic concern and improve the self-directed learning capacity of junior college nursing students.