基于“雨课堂”混合式教学模式在脑病科本科实习护生中的应用

Application of Mixed Teaching Model Based on"Rain Classroom"in Undergraduate Nursing Students in Department of Encephalopathy

目的:探究基于"雨课堂"混合式教学模式在脑病科本科实习护生中的应用成效。方法:将2019年6月至2020年12月期间在广西中医药大学附属第一附属医院脑病科实习的本科护理学学生60名经由随机分组的方式分为对照组与观察组,每组各有30位实习护生,对照组采用的是临床路径式带教法联合案例式教学法,观察组采用的是"雨课堂"混合式教学法。两组学生由同一位老师授课及护理查房。出科前接受理论和技能方面的考核,并使用问卷调查的方式获取其对于教学的满意度。对比两组学生在理论、技能、满意度以及学习能力相关方面的评估情况。结果:观察组的理论和技能考核平均得分都显著高于对照组(P<0.05),并且对于教学的满意度也要显著优于对照组。结论:在脑病科本科实习护生中采用"雨课堂"混合式教学模式对于教学质量的优化与提升具有重要的促进作用,并且发挥学生的主观能动性,具有推广与应用的价值。

Objective:To explore the application effect of"rain classroom"mixed teaching mode in undergraduate nursing students in department of encephalopathy.Methods:From June 2019 to December 2020,60 undergraduate nursing students in the Department of encephalopathy of the First Affiliated Hospital of Guangxi University of Traditional Chinese Medicine were randomly divided into control group and observation group,with 30 students in each group.The control group adopted the clinical pathway teaching method combined with case teaching method,and the observation group adopted the"rain classroom"mixed teaching method.Both groups of students were taught by the same teacher and made ward rounds.Before graduation,they were assessed in theory and skills,and their satisfaction with teaching was obtained by questionnaire survey.The evaluation of theory,skills,satisfaction and learning ability of the two groups were compared.Results:The average scores of theory and skill examination in the observation group were significantly higher than those in the control group(P<0.05),and the satisfaction with teaching in the observation group was also significantly better than that in the control group.Conclusion:The application of"rain classroom"mixed teaching mode in the undergraduate nursing students in the department of encephalopathy has an important role in promoting the optimization and improvement of teaching quality,and developing the subjective initiative of students,which has the value of promotion and application.