微课在儿科护理临床带教中的应用效果

Effect evaluation of micro lesson applied, to clinical teaching of pediatric nursing

目的评价微课运用于儿科护理临床带教中的效果。方法选取2015年6月-2016年6月于该院儿科实习本科护理专业学生84名为实验组，选取上一年同时间、同专业在该院儿科轮转实习学生82名为对照组。对两组学生分别实施不同的授课方式：实验组采用传统的教学结合微课教学方法，对照组仍沿用传统教学方法。轮转实习结束后，对两组学生进行理论考核、作业考核及问卷调查，作为评价教学效果的依据。带教教师每人承担两个章节的理论和儿科护理操作课程，书写一份两年带教体会报告。结果实验组学生的理论和操作技能考试成绩优于对照组，差异均有统计学意义（均P〈0．01）。实验组94．05％的学生认为微课有助于提高自己的学习兴趣，能提高自己学习的积极性和主动性；96．43％的学生认为微课有助于对专业知识的理解和掌握，有助于提高护理实践技能，便于自学；98．81％的学生认为微课营造了积极互动的课堂气氛；92．86的学生认为微课促进了带教教师与学生之间的情感交流；97．62％的学生认为微课上课的总体效果好。带教教师普遍认为微课能有效提升自己的教学能力。结论微课应用于儿科护理临床带教，总体效果优于传统带教。

Objective To ing. Methods A total of 84 undergradu evaluate the effect of micro course in clinical teaching of pediatric nurs- ate nursing intern students of this hospital from June 2015 to June 2016 were se- lected as experimental group. In addition, 82 shift intern students from the same time last year in the same major of this hospital of pediatric department were selected as control group. Different teaching methods were applied to the students of two groups. The traditional teaching combined with micro lesson teaching was applied to experimental group, and the traditional teaching method was still applied to control group. After the shift internship, theoretical examination, work examination and questionnaire were conducted to the students of both groups as the basis of evaluating the teaching effect. Each clinical teaching was responsible for the theoretical and pediatric nursing operation course of two chapters. In addition, a two-year teaching experience report should be written. Results The theoretical and operating skill exam- ination performance of students in experimental group was superior to the control group, of which the difference had statis- tical significance （P〈0. 01 ）. 94. 05% students of the experimental group thought that micro lesson was beneficial to im- prove their learning interest. 96. 43% students thought micro lesson could improve their learning activity and proactivity, which would be conducive to understand and grasp professional knowledge, improve nursing practical skill and ability, and it would also be convenient to study independently. 96. 43% students thought micro lesson built an active and interac- tive class atmosphere, improving the affective interaction between clinical teachers and students. 97. 62% students thought the overall effect of micro lesson was good. Generally, the clinical teachers improve their teaching ability. Conclusions Generally, the micro lesson applied nursing has effect superior to traditional teaching. thought micro lesson could effectively to the clinical teaching of pediatric