翻转课堂结合进展式案例教学在低年资护士规范化培训中的应用

Application of Flipped Classroom Combined With Progressive Case Teaching in Standardized Training for Nurses With Low Seniority

目的探究翻转课堂结合进展式案例教学在医院低年资护士规范化培训中的应用。方法回顾性分析2021年3月—2023年4月参与日照市中医医院护理部规范化培训的低年资护士92名,其中2021年3月—2022年3月采取传统教学模式的43名护士为对照组,2022年4月—2023年4月采取翻转课堂结合进展式案例教学的49名护士为观察组。比较两组理论成绩及临床技能、自我导向学习能力、批判性思维能力、教学满意度。结果观察组理论成绩[(92.13±2.34)分vs.(85.19±2.06)分]、临床技能考核评分[(93.22±2.61)分vs.(86.12±2.49)分]均较对照组高,差异均有统计学意义(P<0.001);教学后,观察组自我导向学习能力中学习意识[(42.48±3.62)分vs.(42.48±3.62)分]、学习行为[(40.13±3.14)分vs.(40.13±3.14)分]、学习策略[(41.65±2.52)分vs.(41.65±2.52)分]、学习评价[(38.42±3.03)分vs.(38.42±3.03)分]、人际关系[(43.48±2.10)分vs.(43.48±2.10)分]均比对照组高,差异均有统计学意义(P<0.001);教学后,观察组批判性思维能力各维度评分均较对照组高,差异均有统计学意义(P<0.001);观察组激发学习兴趣[(17.43±1.85)分vs.(15.16±1.96)分]、提高沟通能力[(18.05±1.61)分vs.(15.27±2.02)分]、提高问题分析及解决能力[(18.11±1.73)分vs.(16.22±1.35)分]、增加师生互动[(18.23±1.54)分vs.(15.74±1.66)分]、提高记忆效果评分[(18.16±1.39)分vs.(16.76±1.65)分]均较对照组高,差异均有统计学意义(P<0.001)。结论翻转课堂结合进展式案例教学能够提高医院低年资护士理论知识及临床技能水平,提升自我导向学习能力及批判性思维能力,有较高的教学满意度。

Objective To explore the application of flipped classroom combined with progressive case teaching in standardized training for nurses with low seniority in hospital.Methods A retrospective analysis was performed on 92 nurses with low seniority who participated in the standardized training of the nursing department of Rizhao Hospital of Traditional Chinese Medicine from March 2021 to April 2023,among which 43 nurses who adopted the traditional teaching mode from March 2021 to March 2022 were used as the control group.A total of 49 nurses who took flipped classroom combined with progressive case teaching from April 2022 to April 2023 were the observation group.The two groups were compared in terms of theoretical performance,clinical skills,self-directed learning ability,critical thinking ability and teaching satisfaction.Results The theoretical scores of the observation group[(92.13±2.34)points vs.(85.19±2.06)points]and the clinical skill assessment scores[(93.22±2.61)points vs.(86.12±2.49)points]were higher than those of the control group,and the differences were statistically significant(P<0.001).After teaching,the observation group showed higher levels of self-directed learning ability in terms of learning awareness[(42.48±3.62)points vs.(42.48±3.62)points],learning behavior[(40.13±3.14)points vs.(40.13±3.14)points],learning strategies[(41.65±2.52)points vs.(41.65±2.52)points],learning evaluation[(38.42±3.03)points vs.(38.42±3.03)points],and interpersonal relationships[(43.48±2.10)points vs.(43.48±2.10)points]compared to the control group,and the differences were statistically significant(P<0.001).After teaching,the observation group had higher scores in all dimensions of critical thinking ability compared to the control group,and the differences were statistically significant(P<0.001).The observation group showed higher levels of stimulation of learning interest[(17.43±1.85)points vs.(15.16±1.96)points],improvement of communication skills[(18.05±1.61)points vs.(15.27±2.02)points],enhancement of problem-solving and analysis abilities[(18.11±1.73)points vs.(16.22±1.35)points],increased teacher-student interaction[(18.23±1.54)points vs.(15.74±1.66)points],and improvement of memory performance scores[(18.16±1.39)points vs.(16.76±1.65)points]compared to the control group,and the differences were statistically significant(P<0.001).Conclusion The combination of flipped classroom and progressive case teaching can improve the theoretical knowledge and clinical skills of low seniority nurses in hospitals,enhance their self-directed learning ability and critical thinking ability,and have high teaching satisfaction.