SPOCs+翻转课堂在ICU临时起搏器使用培训中的应用

The application of SPOCs+ flipped classroom in ICU temporary pacemaker use training

目的探讨小规模限制性在线课程(SPOCs)+翻转课堂在ICU临时起搏器使用培训中的应用。方法采用方便抽样法选取2018年在南京医科大学附属苏州医院新入职并入科的30名护士为观察组,另选取2017年新入职并入科的28名护士为对照组,对照组实施常规性护理带教,观察组采用SPOCs+翻转课堂教学模式,即筛选出合适的学习内容借助SPOCs形式进行小班教学,比较两组护士自主学习能力、教学效果及护士对该课程的满意度。结果观察组护士对ICU临时起搏器使用知识、临时起搏器操作技能、临时起搏器维护知识等方面评分均高于对照组,差异有统计学意义(均P<0.05)。观察组学习动机、信息素质、学习合作能力、自我管理能力及总评分高于对照组,差异有统计学意义(均P<0.05)。观察组教学形式、教学态度、学习效率、课堂气氛、交流互动等方面评分均高于对照组,差异有统计学意义(均P<0.05)。结论SPOCs+翻转课堂教学模式能有效提高ICU护士自主学习的能力及对临时起搏器使用知识及技能的认识,有利于护士掌握临时起搏器的使用方法及操作技能。

Objective To explore the application of Simple Procedures Online for Cross-Border Services(SPOCs)+flipped classroom in ICU temporary pacemaker use training.Methods The convenience sampling method was adopted to select 30 nurses newly recruited into the department of the hospital in 2018 as the observation group,and 28 nurses newly recruited into the department in 2017 as the control group.Routine nursing teaching was carried out in the control group,while SPOCs+flipped classroom teaching mode was adopted in the observation group,that is,appropriate learning contents were screened out for small class teaching in the form of SPOCs.The independent learning ability,teaching effect and nurses'satisfaction with the course were compared between the two groups.Results The scores of nurses in the observation group on the use knowledge of temporary pacemakers,operation skills of temporary pacemakers and maintenance knowledge of temporary pacemakers were all higher than those in the control group,and the differences were statistically significant(P<0.05).The observation group's learning motivation,information quality,learning cooperation ability,self-management ability and total score were higher than those of the control group,and the differences were statistically significant(P<0.05).The scores of teaching form,teaching attitude,learning efficiency,classroom atmosphere,communication and interaction of the observation group were higher than those of the control group,and the difference was statistically significant(P<0.05).Conclusions SPOCs+flipped classroom teaching model can effectively improve ICU nurses'autonomous learning ability and knowledge and skills of using temporary pacemakers,which is conducive to nurses'mastering the use method and operation skills of temporary pacemakers.