"微课+翻转课堂+路径单"模式在急诊科护士规范化培训中的应用

Application of "micro-courses+flipped classroom+pathway" model in standardized training for emergency nurses

目的探讨"微课+翻转课堂+路径单"模式在急诊科护士规范化培训中的应用效果。方法采用便利抽样法,将2017年1月—2018年12月在绵阳市中心医院急诊科接受规范化培训的护士(以下简称规培护士)97名作为研究对象。将2017年培训的50名护士设为对照组,2018年培训的47名设为试验组。对照组护士按照原国家卫生计生委《新入职护士培训大纲》要求,制定教学计划,一对一跟班带教;试验组护士采用"微课+翻转课堂+路径单"模式进行带教。比较两组护士出科理论及操作考试成绩,采用成人学习满意度量表、自我导向学习评定量表(SRSSDL)比较两组护士满意度和学习能力。结果试验组护士出科理论考试成绩(79.23±8.99)分、出科操作考试成绩(85.23±8.70)分,高于对照组的(73.58±8.14)、(75.66±8.61)分,差异有统计学意义(t值分别为5.351、5.187;P<0.01)。试验组护士成人学习满意度量表总分(17.16±0.81)分,SRSSDL总分(225.36±23.05)分,均高于对照组,差异有统计学意义(t值分别为2.683、7.683;P<0.05)。结论"微课+翻转课堂+路径单"模式适合急诊规培护士教学,能够提高规培护士学习满意度及自我导向学习能力。

Objective To explore the effects of "micro-courses+flipped classroom+pathway" model in standardized training for emergency nurses. Methods From January 2017 to December 2018, we selected 97 nurses attending standardized training in Emergency Department of Mianyang Central Hospital as subjects by convenience sampling. A total of 50 nurses attending training in 2017 were set in control group;47 nurses attending training in 2018 were set in experimental group. Control group made teaching plan, teaching one-to-one, according to the requirements of "Training Program for New Recruiting Nurse" of National Health and Family Planning Commission. Nurses of experimental group received "micro-courses + flipped classroom + pathway" model. We compared the theoretical achievements and operation achievements of nurses out of department between two groups, and the Adult Learning Satisfaction Scale and Self-rating Scale of Self-directed Learning (SRSSDL) were used to compare nurses' satisfaction and learning ability. Results The theoretical achievements and operation achievements of nurses out of department in experimental group were (79.23±8.99) and (85.23±8.70) respectively higher than those [(73.58±8.14) and (75.66±8.61)]in control group with statistical differences (t=5.351, 5.187;P<0.01). The total score of the Adult Learning Satisfaction Scale and SRSSDL were (17.16±0.81) and (225.36±23.05) respectively higher than those in control group with statistical differences (t=2.683, 7.683;P<0.05). Conclusions The "micro-courses + flipped classroom + pathway" model suits the teaching for emergency nurses attending standardized training which can improve learning satisfaction and self-directed learning ability of nurses attending standardized training.