翻转课堂在护理教学查房中对学生自主学习能力的影响

The Effect of Flipped Classroom on Students'Autonomous Learning Ability in Nursing Teaching Ward Rounds

目的探究在护理教学查房中,采用翻转课堂教学模式的价值。方法选取2021年6月—2023年6月广西医科大学第一附属医院60名神经外科护理实习生为研究对象,随机分为2组,其中30名实习生接受常规护理教学查房模式,作为对照组;另外30名实习生在护理教学查房中应用翻转课堂模式,作为观察组;对比2组实习生的理论考核成绩、自主学习能力、护理教学查房效果评价、实习生评判性思维能力、教学满意度。结果入科时,2组理论考核成绩对比差异无统计学意义(P>0.05),出科时,较对照组,观察组实习生的理论考核成绩[(80.47±5.24)分]高于对照组[(77.25±4.69)分],差异有统计学意义(P<0.05);与对照组[(34.25±4.26)分、(35.47±5.66)分、(36.47±4.58)分、(96.58±12.25)分]相比,观察组自主学习能力(自我管理能力、信息处理能力、学习合作能力)评分[(39.15±4.58)分、(39.37±3.25)分、(40.25±5.12)分、(105.47±11.98)分]有所提高,差异有统计学意义(P<0.05);观察组护理教学查房效果评价中提高学习积极性、促进知识理解和应用、提高探索学习能力、增强专科理论知识、提高语言表达能力、增加课堂互动等相较对照组有所提高,差异有统计学意义(P<0.05);教学前,2组实习生的中文版评判性思维能力测量表(Chinese version of critical thinking disposition inventory,CTDI-CV)评分对比差异无统计学意义(P>0.05),教学后,观察组CTDI-CV各个维度评分较对照组有所提高,差异有统计学意义(P<0.05);教学满意度对比,观察组较对照组有所提高,差异有统计学意义(P<0.05)。结论在护理教学查房中采用翻转课堂模式,有利于培养实习生的学习兴趣及发展自主学习能力,以保障良好的护理教学查房质量,进一步提高实习生成绩,取得满意的教学效果。

Objective To explore the value of flipped classroom teaching mode applied in nursing teaching rounds.Methods The study was conducted from June 2021 to June 2023,with 60 neurosurgical nursing interns selected from the First Affiliated Hospital of Guangxi Medical University.They were randomly divided into two groups,with 30 interns receiving routine nursing teaching rounds as the control group;another 30 interns applied the flipped classroom model in nursing teaching rounds as the observation group.Compared the assessment scores,self-learning abilities,nursing teaching rounds,critical thinking abilities,and teaching satisfaction of two groups of interns.Results Upon admission to the department,there was no significant difference in the two theoretical assessment results(P>0.05),at the time of on leaving the department,compared with the control group,the theoretical assessment score of interns in the observation group[(80.47±5.24)points]was higher than that of the control group[(77.25±4.69)points],the difference was statistically significant(P<0.05).Compared with the control group with[(34.25±4.26)points,(35.47±5.66)points,(36.47±4.58)points,(96.58±12.25)points],the observation group improved its self-learning ability(self-management ability,information processing ability,learning cooperation ability)[(39.15±4.58)points,(39.37±3.25)points,(40.25±5.12)points,(105.47±11.98)points],the difference was statistically significant(P<0.05).In the evaluation of the effect of nursing teaching ward round of the observation group,improve learning enthusiasm,promote knowledge understanding and application,improve exploration and learning ability,enhance specialized theoretical knowledge,improve language expression ability,and increase classroom interaction compared with the control group.The difference was statistically significant(P<0.05).Before the teaching session,Chinese measurement of critical thinking ability of the two groups(Chinese version of critical thinking disposition inventory,CTDI-CV)(P>0.05),after the teaching session,CTDICV each dimension scores were improved in the observation group compared with the control group,the difference was statistically significant(P<0.05).Comparison of teaching satisfaction,the observation group was improved compared with the control group,the difference was statistically significant(P<0.05).Conclusion Adopting a flipped classroom model in nursing teaching rounds is beneficial for cultivating the learning interest and developing self-learning ability of interns,ensuring good nursing teaching rounds quality,further improving interns'grades,and achieving satisfactory teaching results.