BOPPPS教学法联合翻转课堂对老年心血管科护理进修生的教学效果及对批判性思维影响

Application effect of BOPPPS teaching method combined with flipped classroom on advanced nursing students in elderly cardiovascular department and its influence on critical thinking

目的:探讨BOPPPS教学法联合翻转课堂对老年心血管科护理进修生的教学效果及对批判性思维影响。方法:回顾性分析2020—2023年于广东省中医院大学城医院进修的60名护理进修生,根据进修方式将其分为对照组和研究组,每组30名。对照组接受常规模式教学,研究组在对照组基础上接受BOPPPS教学法联合翻转课堂教学。比较两组考核成绩、学习效果、批判性思维能力以及教学满意度。结果:研究组理论知识成绩、病例分析成绩、操作技能成绩均高于对照组,差异有统计学意义(P<0.05)。研究组自主学习能力、沟通能力、实践能力优良率均高于对照组,差异有统计学意义(P<0.05)。进修前,两组各项批判性思维能力评分比较,差异无统计学意义(P>0.05);进修后,两组寻找真相、开放思想、分析能力、系统化能力、批评思维的信息、求知欲及认知成熟度评分均高于进修前,且研究组高于对照组,差异有统计学意义(P<0.05)。研究组教学总满意率高于对照组,差异有统计学意义(P<0.05)。结论:BOPPPS教学法联合翻转课堂教学模式可提高老年心血管科护理进修生考核成绩和教学效果,提升进修生批判性思维能力和满意度。

Objective To explore the application effect of BOPPPS teaching method combined with flipped classroom on advanced nursing students in elderly cardiovascular department and its influence on critical thinking.Methods Retrospective analysis of 60 cases of nursing trainees who studied in Higher Education Mega Center,Guangdong Provincial Hospital of Traditional Chinese Medicine from 2020 to 2023,they were divided into control group and study group according to the way of learning,with 30 cases in each group.The control group received conventional teaching mode,and the research group received BOPPPS teaching method combined with flipped classroom mode on the basis of the control group.The assessment results,learning effect,critical thinking ability and teaching satisfaction of the two groups were compared.Results The results of theoretical knowledge,case analysis and operation skills of the study group were higher than those of the control group,and the differences were statistically significant(P<0.05).The excellent and good rate of self-learning ability,communication ability and practical ability in the study group was higher than that of the control group,and the difference was statistically significant(P<0.05).Before the study,there was no significant difference in the scores of critical thinking ability between the two groups(P>0.05).After the training,the scores of truth seeking,open mind,analytical ability,systematic ability,critical thinking information,intellectual curiosity and cognitive maturity were higher in both groups than before the training,and the study group was higher than that of the control group,the difference was statistically significant(P<0.05).The satisfaction rate of teaching in the study group was higher than that of the control group,the difference was statistically significant(P<0.05).Conclusions The combination of BOPPPS teaching method and flipped classroom teaching mode can improve the assessment performance and teaching effect of advanced nursing students in the elderly cardiovascular department,improve their critical thinking ability and satisfaction.