翻转课堂联合案例教学法在肿瘤专科医院护生中的构建与评价

Construction and evaluation of flipped classroom combined with case-based teaching in nursing students in cancer hospital

目的探讨翻转课堂联合案例教学法在肿瘤专科医院实习护生带教中的应用方法及效果。方法采用便利抽样法,选取2020年9月—2021年2月在郑州大学附属肿瘤医院实习的277名实习护生为研究对象,将2020年9月—2020年11月的实习护生设为对照组(n=136),将2020年12月—2021年2月的实习护生设为试验组(n=141)。对照组实行传统带教方法,试验组在此基础上实行翻转课堂联合案例教学法,比较两组护生出科考核成绩、临床实习自评结果及自主学习能力。共发放问卷277份,有效问卷277份,有效回收率为100.00%(277/277)。结果干预后,试验组出科理论、操作考试成绩均高于对照组,差异均有统计学意义(P<0.05);实习效果自评结果9个条目中,试验组有7个条目的认可率高于对照组,差异有统计学意义(P<0.05);试验组护生在自主学习能力得分高于对照组,差异有统计学意义(P<0.05)。结论在肿瘤专科医院护生临床带教中开展翻转课堂联合案例教学法,实现了线上、线下相结合的混合式带教,有助于护生更好掌握肿瘤专科理论知识与操作技能,提升带教质量、实习效果和护生的自主学习能力。

Objective To explore the method and effect of flipped classroom combined with case-based teaching method in nursing students in the cancer hospital.Methods From September 2020 to February 2021,convenience sampling was used to select 277 intern nursing students in the Affiliated Cancer Hospital of Zhengzhou University as the research object.The intern nursing students from September 2020 to November 2020 were set as the control group(n=136),and the intern nursing students from December 2020 to February 2021 were set as the experimental group(n=141).The control group implemented the traditional teaching,and the experimental group conducted the flipped classroom combined with case-based teaching on this basis.The after-department examination results,clinical practice self-assessment results and self-learning ability of the two groups of nursing students were compared.A total of 277 questionnaires were distributed,of which 277 were valid,and the valid recovery rate was 100.00%(277/277).Results After the intervention,the after-department theoretical and operational examination scores of the experimental group were higher than those of the control group,and the differences were statistically significant(P<0.05).Among the 9 items in the self-assessment result of the practice,the acceptance rate of 7 items in the experimental group were higher than those in the control group with statistical differences(P<0.05).The scores of self-learning ability of nursing students in the experimental group was higher than that in the control group,and the difference was statistically significant(P<0.05).Conclusions The flipped classroom combined with case-based teaching is carried out in the clinical teaching of nursing students in the cancer hospital,which realizes the combination of online and offline teaching,and helps nursing students to master the theoretical knowledge and operation skills of oncology,improves the quality of teaching,the effect of practice and the self-learning ability of nursing students.