生成性学习策略在急危重症护理学课程思政教学中的应用

Application of generative learning strategy in ideological and political teaching of Critical Care and Emergency Nursing

目的探讨生成性学习策略在急危重症护理学课程思政教学中的应用效果。方法便利选取我校2020级本科助产专业三年级163名学生为研究对象,在急危重症护理学课程思政教学中应用生成式学习策略。课前结合学情特点准备思政素材,设计教学方案;课中找准切入点引入思政案例,进行互动、思辨、交流、体验、探究、共情等多种生成性学习活动;课后抽查了解教学效果与存在的问题,反思、总结需改进的方面。通过出勤率、课堂表现、生成性活动与作业完成情况、操作考试评价学习效果,并让学生进行教学效果评价。结果学生出勤率为98.2%,出勤得分(9.97±0.01)分;课堂表现得分(9.85±0.04)分;生成性活动与作业得分为(25.80±0.61)分,46名(28.2%)学生主动报名参与案例作品的表演,117名(71.8%)学生用文字形式参与了案例作品的评论;操作成绩得分为(46.09±0.09)分。87.1%及以上的学生认为在急危重症护理学课程思政教学中应用生成性学习策略能增强家国情怀、科研精神、职业素养价值观。结论基于生成性学习策略的课程思政教学在急危重症护理学中能顺利开展,学生乐于接受,能够达到提升价值引领的教学效果。

Objective To explore the application effect of generative learning strategies in the ideological and political education of Critical Care and Emergency Nursing.Methods A total of 163 third-year students enrolled in 2020 majoring in midwifery were conveniently selected as research subjects,and generative learning strategies in ideological and political education of Critical Care and Emergency Nursing were applied.We prepared ideological and political materials and designed teaching plans based on the characteristics of the learning situation before class and identified the starting point in class and introduced ideological and political cases to engage in various generative learning activities such as interaction,speculation,communication,experience,exploration,and empathy.Then,we conducted post class spot checks to understand the teaching effectiveness and existing problems,reflected and summarized areas for improvement.The application effectiveness was evaluated through diverse methods such as attendance rate,classroom performance,generative activities and completion of assignments,operational exams,and teaching effectiveness questionnaire surveys.Results The attendance rate of students was 98.2%,with an attendance score of(9.97±0.01)points.The average score for classroom performance was(9.85±0.04)points.The average score for generative activities and assignments was(25.80±0.61)points.Forty-six students(28.2%)voluntarily signed up to participate in the performance of the case work,and 117 students(71.8%)participated in the review of the case work in written form.The average score for operational performance was(46.09±0.09)points.More than 87.1%of the students believed that applying generative learning strategies in ideological and political education in Critical Care and Emergency Nursing courses could enhance patriotism,research spirit,and professional ethics values.Conclusion The course ideological and political education based on generative learning strategies can be carried out smoothly,and students are willing to accept it,which can achieve teaching effects that enhance value guidance.