翻转课堂式教学法与传统教学法在临床心肺复苏教学中的效果比较

Effect comparison between flipped class model teaching method and traditional teaching method in clinical teaching of cardiopulmonary resuscitation

目的探讨翻转课堂式(FCM)教学法与传统教学法在临床心肺复苏教学中的应用效果。方法选择2018年1~12月南昌大学第三附属医院采取传统教学法的67名实习护生作为对照组,选择2019年1~12月南昌大学第三附属医院实施FCM教学法的67名实习护生作为观察组。比较两组的考核成绩、自主学习能力[自主学习准备度量表(SDLRS)]评分,并调查护生对教学的满意程度。结果观察组的理论成绩为(93.24±5.12)分,操作成绩为(94.52±3.16)分,均高于对照组的(85.69±5.47)、(87.53±4.17)分,差异有统计学意义(P<0.05)。观察组SDLRS中的自我管理评分为(56.87±3.26)分,自我控制评分为(63.54±4.23)分,热爱学习评分为(48.69±3.15)分,总分为(167.98±11.63)分,均高于对照组的(50.21±3.24)、(56.32±4.22)、(44.65±3.18)、(152.94±10.57)分,差异有统计学意义(P<0.05)。观察组的教学总满意度为97.01%,高于对照组的82.09%,差异有统计学意义(P<0.05)。结论FCM教学法在临床心肺复苏教学中应用效果确切,能够提高学生理论知识水平和操作技能,利于培养自主学习能力,提升教学满意度。

Objective To explore the application effect of flipped class model(FCM)teaching method and traditional teaching method in clinical teaching of cardiopulmonary resuscitation.Methods From January to December 2018,67 nursing students were selected as the control group,using traditional teaching methods;from January to December 2019,67 nursing students were selected as the observation group,using FCM teaching methods.The test results and self-learning ability(self-directed learning readiness scale for nursing education[SDLRS])scores of the two groups were compared,and the satisfaction of nursing students with teaching was investigated.Results The theoretical score in the observation group was(93.24±5.12)points,and the operation score was(94.52±3.16)points,which were higher than those in the control group of(85.69±5.47)and(87.53±4.17)points,the differences were statistically significant(P<0.05).The self-management score in the SDLRS of the observation group was(56.87±3.26)points,the self-control score was(63.54±4.23)points,and the enthusiasm of learning score was(48.69±3.15)points,and the total score was(167.98±11.63)points,which were higher than(50.21±3.24),(56.32±4.22),(44.65±3.18),(152.94±10.57)points of the control group,the differences were statistically significant(P<0.05).The total teaching satisfaction of the observation group was 97.01%,which was higher than 82.09%of the control group,and the difference was statistically significant(P<0.05).Conclusion FCM is effective in the application of clinical cardiopulmonary resuscitation teaching.It can improve the level of theoretical knowledge and operational skills of students,cultivate the ability of independent learning and improve the satisfaction of teaching.