翻转课堂结合案例教学法在专升本护士临床培训中的应用

Application of Flipped Classroom Combined With Case-Based Learning Method in Clinical Training of Upgraded Nurses

目的探讨翻转课堂结合案例教学法在专升本护士临床培训中的应用效果。方法2021年3月,采用便利抽样法,随机抽取某三甲医院116名专升本护士为研究对象,新院区59名为观察组,采用翻转课堂结合案例教学法进行培训。老院区57名为对照组,采用传统教学法进行培训。临床培训每月2次,干预时间为6个月,干预结束后比较两组的理论考核成绩、临床思维能力与完成能力评分。结果干预前两组的临床思维能力和完成能力相比差异均无统计学意义(P>0.05)。干预后观察组的理论考核成绩明显高于对照组,差异有统计学意义(P<0.05);观察组的临床思维能力总分、批判性思维能力、系统思维能力得分均高于对照组,差异有统计学意义(P<0.05),循证思维能力得分两组对比差异无统计学意义(P>0.05);观察组的整合护理能力、引导人文关怀、提高职业发展、完成能力总分高于对照组,差异有统计学意义(P<0.05),处理压力得分两组对比差异无统计学意义(P>0.05)。结论翻转课堂结合案例教学法有助于提高专升本护士的理论考核成绩、临床思维能力与完成能力。

Objective To explore the application effect of flipped classroom combined with case-based learning method in clinical training of upgraded nurses.Methods In March 2021,116 nurses from a top three hospital were randomly selected by convenience sampling method,and 59 nurses from the new hospital were selected as observation group.The training was conducted by flipped classroom combined with case-based learning method.57 nurses in the old hospital were trained with traditional teaching method as the control group.The clinical training was conducted twice a month and the intervention time was 6 months.After the intervention,the scores of theoretical examination,clinical thinking ability and completion ability of the two groups were compared.Results There was no significant difference in clinical thinking ability and completion ability between the two groups before intervention(P>0.05).After intervention,the theoretical test scores of the observation group were significantly higher than those of the control group,and the difference was statistically significant(P<0.05).The total score of clinical thinking ability,critical thinking ability and systematic thinking ability of the observation group were higher than those of the control group,the difference was statistically significant(P<0.05),but there was no statistical significance in the score of evidence-based thinking ability between the two groups(P>0.05).The total scores of integrated nursing ability,guiding personal care,improving career development and completion ability in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05),while the differences in treatment stress scores between the two groups were not statistically significant(P>0.05).Conclusion The flipped classroom combined with the casebased learning method is helpful to improve the theoretical assessment performance,clinical thinking ability and completion ability of upgraded nurses.