基于混合式教学理念的精神科护理技能教学模型的构建及效果评价

Construction of psychiatric nursing skill teaching model based on blending-learning concept and its effect evaluation

目的构建基于混合式教学理念的精神科护理技能教学模型，以提高护士临床实践技能。方法于2017年6月对新乡医学院第二附属医院2016年新人职护士43名，进行精神科护理技能教学改革，采用混合式教学理念，在课前教学设计与课堂教学设计中融合微课、情景模拟、小组讨论等多种教学元素，创建一个开放的、多维的新型教学方法。采用自制精神科口服给药技能培训效果评价问卷和关怀能力量表调查护士对该教学模式的满意度及关怀能力。结果91．5％的护士认为教学设计中涉及的教学资源很充足；93．0％的护士认为标准化病人的考核很真实；94．2％的护士认为微课是学习的有效工具，自己可以反复学习；95．3％的护士认为小组间互评教学形式很有指导意义；96．5％的护士认为混合式教学是非常有效的。培训前后护士的人文关怀量表得分差异有统计学意义（P〈0．001）。结论针对精神科口服给药技能的混合式学习平台，以任务为导向，突出过程考核，进而改变学生被动学习的习惯，可使护生学会自主学习，提高其临床实践技能。

Objective To construct a teaching model of psychiatric nursing skill based on blending- learning concept, so as to improve nurses＇ clinical practice skills. Methods In June 2017, 43 new nurses onboarding in 2016 in the Second Affiliated Hospital of Xinxiang Medical University were enrolled in the psychiatric nursing skills teaching reform. An open, mult-dimensional new teaching method was created, adopting blending-learning concept. Micro-class, scene simulation, group discussion and other teaching elements were integrated in the pre-class teaching design and class teaching design. The nurses were investigated with a Self-designed Effect Evaluation Questionnaire on the Training of Psychiatric Oral Medication Administration Skill and Care Ability Scale for their satisfaction and care ability of this teaching method. Results A total of 91.5% of the nurses thought that the teaching resources involved in the teaching design were adequate. 93.0% of the nurses considered that the assessment of standardized patient was authentic. 94.2% of the nurses deemed that Micro-class is an effective learning tool, which could be applied for self-learning. 95.3% of the nurses considered that the method of peer assessment was very instructive. 96.5% of the nurses approved that blending-learning teaching method was effective. The difference of the scores of Humanistic Care Scale of nurses before and after training was statistically significant （P 〈 0.001）. Conclusions The blending-learning platform for oral drug delivery skills in psychiatry is task oriented, and the process assessment is highlighted, so as to change the passive learning habit of students, enabling them learn independently and improving new nurses＇ clinical practice skills.