翻转课堂联合案例教学模式在肾内科实习护士生中的应用及效果评价

Application and Effect Evaluation of Flipped Classroom Combined with Case Teaching Mode in Nephrology Internship Nurse Students

目的:探讨基于翻转课堂联合案例教学模式(CBL)在肾内科实习护士生中的应用,并评价实施效果。方法:选取2020年9月—2022年3月德阳市人民医院肾内科64名实习护士生作为研究对象,按照实习批次分为对照组与观察组,每组各32名。对照组给予常规教学模式进行带教,研究组在对照组基础上给予翻转课堂联合CBL进行带教,比较两组实习护士生培训后学习积极主动性、出科考试成绩(理论考核成绩、实操考核成绩)及教学满意度。结果:培训后,两组实习护士生学习积极主动性总分均高于培训前,且观察组学习积极主动性总分高于对照组,差异有统计学意义(t=3.854,P<0.05)。培训后,观察组出科理论考核成绩、实操考核成绩高于对照组,差异有统计学意义(t=9.460、4.355,P<0.05)。培训后,观察组出科时教学满意度(90.63%)高于对照组(65.63%),差异有统计学意义(χ^(2)=5.851,P<0.05)。结论:翻转课堂联合CBL可提升肾内科实习护士生的学习积极主动性,提高其出科考试成绩及出科时教学满意度,该教学模式可为后续肾内科实习护士的临床带教提供理论支持。

Objective:To explore the use of a flipped classroom based co-case teaching model(CBL)in nephrology internship student nurses and to evaluate the effectiveness of the implementation.Methods:64 internship nurse students in the Nephrology Department of the hospital from September 2020 to March 2022 were selected as the study subjects,and were divided into control and observation group according to the internship batch,with 32 students in each group.The control group was taught in the conventional teaching mode,and the study group was taught in the flipped classroom combined with CBL teaching mode on the basis of the control group.Learning initiative,discharge test scores(theoretical test scores,practical test scores)and teaching satisfaction were compared between the two groups.Results:After training,the total score of learning initiative of internship nurse students in both groups was higher than that before training,the total score of learning initiative of the observation group was higher than that of the control group,and the difference was statistically significant(t=3.854,P<0.05).After the training,the observation group’s discharge theory examination score and practical examination score were higher than that of the control group,and the difference was statistically significant(t=9.460,4.355,P<0.05).After training,teaching satisfaction at discharge was higher in the observation group(90.63%)than in the control group(65.63%),and the difference was statistically significant(χ^(2)=5.851,P<0.05).Conclusion:Flipped classroom combined with CBL teaching model can enhance the learning initiative of nephrology internship nurses,and significantly improve their discharge test scores and satisfaction with teaching at discharge,which can provide theoretical support for the clinical teaching of subsequent nephrology internship nurses.