翻转课堂联合案例教学法在护理本科生教学中的应用研究

Application of Flipped Classroom Combined With Case-Based Learning in Nursing Undergraduate Teaching

目的探讨翻转课堂联合案例教学法对护理本科生技能及理论培训的应用效果。方法选择于滨州医学院烟台附属医院2019年1月—2020年1月实习的80名护理本科实习生,采用随机数字表法分为2组,每组各40名。对照组采取常规教学方法教学,观察组实施翻转课堂联合案例教学法,实习1个月后评估效果。对比分析2组综合能力、技能及理论考核成绩、教学满意度。结果实习前,2组综合能力中知识转化、临床思维等各项评分及技能、理论考核成绩相比,差异无统计学意义(P>0.05)。实习后,观察组综合能力中的知识转化[(92.04±3.15)分]、临床思维[(92.52±3.58)分]、沟通技巧[(92.33±3.56)分]、知识掌握[(93.36±3.55)分]均高于对照组,差异有统计学意义(P<0.001);观察组的技能考核成绩[(87.89±5.06)分]、理论考核成绩[(85.89±4.56)分]均高于对照组,差异有统计学意义(P<0.05);观察组教学满意度(92.50%)高于对照组(75.00%),差异有统计学意义(P<0.05)。结论翻转课堂联合案例教学法可有效提高护理本科生理论知识和技能掌握度,提升综合能力及教学满意度。

Objective To explore the application effect of flipped classroom combined with case-based learning on skills and theoretical training of nursing undergraduates.Methods A total of 80 undergraduate nursing interns in Yantai Affiliated Hospital of Binzhou Medical University from January 2019 to January 2020 were selected and divided into 2 groups by random number table method,with 40 in each group.In the control group,the conventional teaching method was adopted,while in the observation group,the flipped classroom combined with case-based learning was implemented.The effect was evaluated after one month of practice.The results of comprehensive ability,skill and theory assessment and teaching satisfaction of the two groups were compared.Results Before the internship,there was no statistically significant difference in the scores of knowledge transformation,clinical thinking,and other aspects of comprehensive ability,as well as the scores of skills and theoretical assessments between the two groups(P>0.05).After the internship,knowledge conversion[(92.04±3.15)points],clinical thinking[(92.52±3.58)points],communication skills[(92.33±3.56)points],knowledge mastery[(93.36±3.55)points]in the observation group were higher than those in the control group,the difference was statistically significant(P<0.001).The skill test scores[(87.89±5.06)points]and theory test scores[(85.89±4.56)points]of the observation group were higher than those of the control group,and the difference was statistically significant(P<0.05).Furthermore,the teaching satisfaction rate in the observation group(92.50%)was higher than that in the control group(75.00%),with a statistically significant difference(P<0.05).Conclusion The flipped classroom combined with case-based learning can effectively improve the theoretical knowledge and skill mastery of nursing undergraduate students,enhance their comprehensive abilities and teaching satisfaction.