BOPPPS教学模式联合微课在放疗科临床护理教学中的应用效果

The effect of applying BOPPPS teaching model combined with micro-lectures in the clinical nursing teaching in the department of radiotherapy

目的探讨BOPPPS(bridge-in,objective,pre-test,participatory learning,post-test,summary)教学模式联合微课在放疗科临床护理教学中的应用及效果。方法选取100名实习护生并将其分为观察组和对照组,每组50名。对照组采用传统讲授法,即以教师为主导的授课模式,仅在讲授某个知识点或展示某个教学环节时播放相关微课视频。观察组采用BOPPPS教学模式衔接不同微课知识点,建立横向知识点路径,形成放疗科临床带教微课教学体系。比较2组学习投入量表评分以及出科成绩。结果观察组学习投入评分显著高于对照组(t=3.289,P=0.028);观察组护生出科理论及技能考核成绩均显著高于对照组(t=4.185,P=0.007;t=3.487,P=0.018)。结论利用BOPPPS教学模式联合微课开展放疗科临床护理教学,有助于提高护生学习投入程度,提升临床护理教学质量。

Objective To evaluate the effect of applying the bridge-in,objective,pre-test,participatory learning,post-test and summary(BOPPPS)teaching model combined with micro-lectures in the clinical nursing teaching in the department of radiotherapy.Methods Totally 100 nursing students were chosen and randomly divided into an observation group and a control group,each of 50.The control group was taught in the traditional method,namely the teacher-led teaching mode,and only played the relevant micro class video when teaching a certain knowledge point or showing a certain teaching link.In the observation group,BOPPPS teaching mode was adopted to connect knowledge points of different micro courses,and a lateral knowledge point path was established to form a micro course teaching system.The learning input scale scores and test scores were compared between the two groups.Results The learning input scale score of the observation group was significantly higher than that of the control group(t=3.289,P=0.028).Moreover,the theory and skill assessment scores of the observation group were significantly higher than those of the control group(t=4.185,P=0.007;t=3.487,P=0.018).Conclusion BOPPPS teaching model combined with micro-lectures is helpful to enhance learning input of nursing interns and improve the quality of clinical nursing teaching.