微课联合LBL教学法在泌尿外科护生临床教学中的应用

The Application of Micro-class teaching and LBL Teaching Method in Clinical Teaching for Urological Nursing Students

目的探讨微课教学模式与LBL教学法在泌尿外科护生临床教学中的应用效果。方法将2019年1月—2020年1月间在医院泌尿外科实习的护生60例采用随机数字表法将其分为观察组和对照组各30名,其中对照组在教学过程中给予传统教学法(LBL教学法),观察组在对照组基础上应用微课教学模式,对比两组成绩、团队协作能力及教学满意度情况。结果观察组基础理论成绩及临床实践能力成绩均显著优于对照组,两组比较差异有统计学意义(P<0.05)。观察组实习护生的团队凝聚力、团队学习力、团队协作力、团队精神面貌、沟通能力及综合能力均显著优于对照组,两组比较差异有统计学意义(P<0.05)。观察组学习感兴趣率为93.33%显著优于对照组的73.33%,两组比较差异有统计学意义(P<0.05)。结论与传统教学法相比而言,微课教学模式教学法不仅能进一步提高护生的成绩,而且还能促进其团队协作的能力,提升护生的教学满意度。

Objective To explore the application of microclass and LBL method in clinical teaching for urological nursing students.Methods 60 cases of nursing students in in-patient urology practice from January 2019 to January 2020 were divided into observation group and control group by random number table method,and 30 cases were in each group.The control group was given LBL method while the observation group was applied microclass method on the basis of the control group.The nursing results,team collaboration ability and teaching satisfaction were compared between the two groups.Results The basic theoretical score and clinical practice ability of the observation group were significantly better than those of the control group,and the difference between the two groups was statistically significant(P<0.05).The team cohesion,team learning ability,team collaboration ability,team spirit,communication ability and comprehensive ability of the internship nursing students in the observation group were significantly better than those in the control group,and the differences between the two groups were statistically significant(P<0.05).The interest rate of learning in the observation group was 93.33%,which was significantly better than 73.33%of the control group(P<0.05).Conclusion Compared with the LBL method,the micro-class method can not only further improve the performance of nursing students,but also promote their teamwork ability and enhance the teaching satisfaction of nursing students.