基于虚拟仿真实验平台的混合式教学对护生自主学习能力的影响

The influence of blended teaching based on virtual simulation experiment platform on autonomous learning competencies of undergraduate nursing students

目的:评价混合式教学在机能实验教学中的应用效果。方法:于2019年3-12月,将山西医科大学汾阳学院护理学系2018级共6个护理专业本科班进行编号,随机抽取3个编号,编号对应班级的所有学生共90人为研究组;于2018年3-12月,采用同样方法,随机抽取2017级3个班级的所有学生共89人为对照组。对照组采用传统教学法,研究组采取基于虚拟仿真实验平台的混合式教学。采用实验成功率、期末考试成绩和自主学习能力测评量表评价教学效果。结果:研究组和对照组实验成功率分别为79.2%和63.0%,差异有统计学意义(χ^2=13.790,P<0.001);研究组和对照组护生考试成绩分别为(81.24±6.77)、(76.36±9.36)分,差异有统计学意义(t=3.991,P<0.001);教学前两组护生自主学习能力测评量表各维度得分差异无统计学意义(P>0.05),教学后研究组和对照组自我管理能力得分分别为(32.01±1.89)、(30.82±1.47)分,信息能力得分分别为(33.53±1.95)、(31.99±2.12)分,学习合作能力得分分别为(29.79±1.58)、(22.26±3.34)分,总分分别为(95.33±3.35)、(85.07±3.47)分,差异均有统计学意义(P<0.001)。结论:基于虚拟仿真实验平台的混合式教学能够提高护生的实验成功率、考试成绩和自主学习能力。

Objective:To evaluate the effects of blended teaching on the course of functional experimentation.Methods:From March 2019 to December 2019,178 undergraduate students from six classes of 2018 in The Department of Nursing,Fenyang College,Shanxi Medical University were selected as research participants.The six classes were numbered and three random Numbers were selected.A total of 90 students from the corresponding classes were enrolled in the experimental group.From March 2018 to December 2018,a total of 89 students from three classes of 2017 were randomly selected to be included in the control group by the same method.The control group adopted the traditional teaching method,and the experimental group adopted the blended teaching method based on the virtual simulation experiment platform.The experiment success rate,scores for the final exam and the Autonomous Learning Competencies Scale were used to evaluate the teaching effect.Results:The success rates of the experiment in the experimental group and the control group were 79.2%and 63.0%,respectively,with statistical significance(χ^2=13.790,P<0.001);the scores for the final exam in the experimental group and the control group were(81.24±6.77)and(76.36±9.36),respectively,with statistical significance(t=3.991,P<0.001);as for the Autonomous Learning Competencies Scale,there was no statistical difference in the scores of each dimension between the two groups before the whole-year teaching began(P>0.05).After the whole-year teaching ended,the competency scores for self-management in the experimental group and the control group were(32.01±1.89)and(30.82±1.47),respectively;the competency scores for information were(33.53±1.95)and(31.99±2.12),respectively;the competency scores for learning cooperation were(29.79±1.58)and(22.26±3.34),respectively;the total competency scores were(95.33±3.35)and(85.07±3.47),respectively.All the differences were statistically significant(P<0.001).Conclusion:The blended teaching based on virtual simulation experiment platform can improve the experiment success rate and autonomous learning competencies of undergraduate nursing students.