“LBL”联合“CBL+PBL”教学法在护理专业《临床营养学》教学中的应用效果评价

Evaluation of teaching effectiveness of LBL combined with CBL+PBL in Clinical Nutrition for nursing specialty

目的评价"LBL"+"CBL+PBL"综合教学法在《临床营养学》教学中的应用效果。方法以皖南医学院2014级护理本科专业一大班141名学生为对照组,二大班122名学生为实验组。其中,对照组采用传统教学(LBL),实验组采用"LBL"+"CBL+PBL"综合教学,教学结束后采用理论考核及问卷调查方式进行效果评价。结果理论考核结果为实验组平均成绩(76.3±6.4)高于对照组(73.5±7.1),且差异有统计学意义(P<0.05)。问卷调查结果:(1)实验组学生认为教师的教学方法教学效果好、能拓宽自己的知识面、能提高获取信息能力、提高和学生之间的沟通能力及提高团队协作精神的学生比例分别为63.2%、91.8%、87.8%、82.8%及69.8%。(2)实验组中喜欢教师讲课方式(76.9%)、对教师讲课方式满意(71.1%)、认为教师讲课方式能活跃课堂气氛(63.6%)、能更好地帮助学生理解内容(86.8%)、能激发学习兴趣(66.1%)的学生比例分别高于对照组中选择喜欢教师讲课方式(61.7%)、对教师讲课方式满意(57.4%)、认为教师讲课方式能活跃课堂气氛(39.0%)、能更好地帮助学生理解内容(61.7%)、能激发学习兴趣(45.5%)的学生比例,且差异均有统计学意义(P<0.05)。结论在护理专业《临床营养学》教学中开展"LBL"+"CBL+PBL"综合教学,有助于学生综合能力的培养和教学效果的提高。

Objective To evaluate the effectiveness of LBL combined with CBL+PBL applied in Clinical Nutrition teaching.Methods We divided 263 nursing undergraduate students of Grade 2014 in our college into LBL group(control group,n=141)and LBL+CBL+PBL group(experimental group,n=122).Teaching effectiveness was evaluated by the theoretical examination and questionnaire-based survey.Results The average score of theoretical examination was significantly higher in the experimental group(76.4±6.37 points)than in the control group(7.14±73.5 points)(P<0.05).The survey results in the experimental group showed that the ratio of the students who thought teachers " have good teaching effectiveness", "can broaden their knowledge", "can improve the ability to obtain information", "can improve the communication ability among students" and " can improve teamwork spirit" was 63.2%,91.8%,87.8%,82.8% and69.8%,respectively.The ratios of the students who "like the way of teaching"(76.9%), "are satisfied with the way of teaching"(71.1%), "active classroom atmosphere"(63.6%), " help stu-dents understand the content"(86.8%), "stimulate the interest in learning"(66.1%)in the experimental group were significantly higher than the ratios of those who "like the way of teaching"(61.7%), " are satisfied with the way of teaching"(57.4%), " active classroom atmosphere"(39.0%), " help students understand the content"(61.7%), "stimulate the interest in learning"(45.4%)in the control group(P<0.05).Conclusion It helps cultivate students' comprehensive ability and improve teaching effectiveness to carry out LBL+CBL+PBL teaching in teaching of Clinical Nutrition for nursing specialty.