推广基于小规模限制性在线课程的内科护理学教学改革

Effect of flipped class model based on SPOC in the course ofMedical Nursingteaching

目的探讨基于小规模限制性在线课程在内科护理学中的应用及效果。方法采用随机数字表法将山西医科大学2014级206名护理本科学生按随机数字表法分为对照组104人和试验组102人，试验组采用基于小规模限制性在线课程（SPOC）的教学模式，对照组采用传统教学模式，课后采用批判性思维能力量表、自主学习能力量表测量2组学生的批判性思维能力、自主学习能力。结果2组学生干预前批判性思维能力总分、自主学习能力总分比较差异无统计学意义（P〉0．05）。试验组学生干预后的理论成绩、批判性思维能力总分、自主学习能力总分分别为（75．68±9．32）、（303．04±16．54）、（112．39±11．10）分，均高于对照组的（69．43±11．41）、（288．23±15．84）、（102．58±9．31）分，差异有统计学意义（t=2．837、3．451、3．512，P〈0．05）。结论基于SPOC的教学应用于内科护理学中，有利于提高护生的成绩、自主学习能力和批判性思维能力。

Objective To explore the application of flipped class model based on SPOC in the course of internal medical nursing. Methods Randomly selected from Shanxi University of Medical grade 2014, 206 undergraduate students as the research object. The control group （104） and experimental group （102） .The experimental group used flipped class model based on Small Private Online Course （SPOC） teaching method; the control group used the traditional teaching mode. After the end of the course, compared two groups nursing students＇ self-regulated learning ability and critical thinking ability whether there are differences by autonomous learning ability scale and Chinese version of critical thinking disposition inventory （CTDI-CV）. Results The experimental group students＇ theory assessment results, critical thinking ability and self- regulated learning ability were （75.68± 9.32）, （303.04±16.54）, （112.39±11.10） higher than the control group （69.43± 11.41）, （288.23± 15.84）, （102.58±9.31）, the difference was statistically significant （t = 2.837,3.451,3.512, P〈0.05）. Conclusions The flipped class model based on SPOC teaching method was better than traditional teaching mode, it improved the students＂ theory assessment results and self-regulated learning ability and critical thinking ability.