“三阶五递六步”教学模式在基础护理课程中的应用研究

Research on the Application of“Five Layers of Progressive and Six Steps in Three Stages”in the Basic Nursing Course

目的:探讨“三阶五递六步”(BOPPPS)教学模式在基础护理课程中的应用效果。方法:选取安徽省某医学高等专科学校2021级大专护生五个大班中的2个大班共260名护理大专生为研究对象,随机分为实验组130人与对照组130人。实验组采取“三阶五递六步”教学模式进行教学,对照组采用传统教学模式,比较2组护生课程成绩、护士情域能力和职业认同感。结果:教学前2组课程成绩、护士情域能力和职业认同感差异均无统计学意义(P>0.05);教学后实验组平时成绩、技能成绩、理论成绩均显著高于对照组(P<0.05);教学后实验组护生情域能力总分及专业信念感知能力得分、专业内涵领悟能力得分、专业价值评价能力得分、专业价值内化能力得分均显著高于对照组(P<0.05);教学后职业认同感总分及职业自我概念得分、留职获益与离职风险、社会支持与自我反思、职业选择的自主性、社会说服均显著高于对照组(P<0.05)。结论:“三阶五递六步”课程思政教学模式有助于提高护生学习效果,提升护生情域能力及职业认同感。

Objective:To explore the application of the teaching model of“five layers of progressive and six steps in three stages”in basic nursing courses.Methods:Two classes of 258 junior college nursing students of grade 2021 in a medical college in Anhui Province were randomly selected by cluster random sampling and divided into the experimental group(n=130)and the control group(n=130).The experimental group was taught by the five layers of progressive and six steps in three stages teaching model,and the control group was taught by the traditional teaching model.The results of the course scores,student nurses’affective ability,and sense of occupational identity were compared between the two groups.Results:Before teaching,there were no significant differences between the experimental group and the control group in course scores,nurses'affective ability and sense of occupational identity(P>0.05):After teaching,scores of usual performance,skill scores and theoretical scores of the experimental group were significantly higher than those of the control group(P<0.05);After teaching,the total score of affective ability,the score of professional belief perception,the score of professional connotation comprehension,the score of professional value evaluation ability,and the score of professional value internalization ability were significantly higher than those of the control group(P<0.05);After teaching,the total score of c identity,the score of professional self-concept,the benefit of retention and the risk of turnover,the social support and self-reflection,autonomy of career choice,and the social persuasion were significantly higher than those of the control group(P<0.05).Conclusions:The application of the“five layers of progressive and six-steps in three stages”curriculum ideological and political teaching model was helpful to improve the learning effect of nursing students,and improve the affective domain ability and sense of occupational identity of nursing students.