Analysis of the Application Value of Virtual Reality Combined with Flipped Classroom Teaching Mode in Cardiopulmonary Resuscitation Teaching

Objective:To analyze the value of using virtual reality combined with the flipped classroom teaching model in teaching cardiopulmonary resuscitation(CPR).Methods:Two classes of our nursing program were randomly selected for the study from September 2022 to September 2023,Class A(52 students,conventional teaching method)and Class B(52 students,virtual reality combined with flipped classroom teaching mode).The assessment scores and independent learning ability scores of the students in the two classes were compared.Results:CPR theory and operation scores,passing rate,and independent learning ability scores of Class B were higher than those of Class A(P<0.05).Conclusion:the use of virtual reality combined with the flipped classroom teaching mode in CPR teaching is conducive to the improvement of students’assessment scores and independent learning ability.

Application of Flipped Classroom Teaching Model Based on Micro-Course in Practical Training Teaching of Contact Lens Fitting Technology

Objective:This paper aims to study the application of flipped classroom teaching model based on micro-course in the practical training teaching of contact lens fitting technology.Methods:From September 21 to July 23,120 students majoring in ophthalmology and optometry were selected and randomly divided into groups.The control group adopted the traditional teaching mode,and the study group adopted the flipped classroom teaching mode based on micro-course.Teaching scores and the skills,observation and judgment,adaptability,and communication skills were compared between the groups.Results:Statistical comparison of teaching scores under different management methods showed that the clinical thinking score and practice work quality in the study group were higher than those of the control group,and the effect of the study group was better(P<0.05).The overall scores of skills,observation and judgment,adaptability,and communication skills of the study group were better than those in the control group,and the comprehensive ability scores in the two groups were significantly different(P<0.05).Conclusion:In practical training teaching of contact lens fitting technology,the application of flipped classroom teaching based on micro-course can improve the skill scores of personnel,and the overall effect is good.This can lay the foundation for advanced ophthalmology and optometry talents with profound theoretical knowledge and professional skills.

Effectiveness of the combination of workshops and flipped classroom model to improve tube fixation training for nursing students

BACKGROUND Tube indwelling is a key procedure in modern medicine.Careful tube setup is necessary to prevent unplanned extubation.The training for tube fixation is timeand resource-consuming,and optimal modes of training are currently being sought.Previous studies have compared workshops and flipped classroom models separately using conventional teaching strategies,but no study has examined a combination of both teaching models in nursing training.AIM To compare the effectiveness of workshops vs workshops combined with the flipped classroom model for improving tube fixation training for nursing students.METHODS This was a prospective cohort study.In this study,149 nurses who joined our hospital in 2019 underwent training using workshops combined with the flipped classroom model(experimental group),while 159 nurses who joined the hospital in 2018 received only workshop-based training(control group).The combination of workshops with the flipped classroom training model was divided into two modules:pre-class and in-class training.The participation of nurses in the training activities,onsite assessment of training,nurses’evaluation of their training,and related indicators of tube quality management were evaluated.RESULTS The average age of nurses in the control group was 22.94±0.94 years and that of nurses in the experimental group was 25.42±3.23 years(P<0.01).The qualified rate of after-class assessments for the experimental and control groups was 100.00%(average score:94.01±2.78 points)and 91.82%(average score:84.24±2.94 points),respectively(P<0.01).Most nurses in the experimental group completely agreed that the combined training was helpful to cultivate clinical thinking and independent learning ability and to master knowledge of tube fixation.In addition,the training content within the pre-class teaching video,pre-class tube atlas,pre-class main instructor guidance,in-class demonstration,and in-class practice was very informative.The experimental group had higher evaluation scores than the control group(4.88±0.38 vs 4.67±0.64;P<0.01).Comparison of tube quality management before and after training in 2018 to 2019 revealed that the unplanned ureteral tube removal rate dropped from 0.25‰to 0.06‰,the unplanned chest tube removal rate dropped from 1.07‰to 0.78‰,and the unplanned gastric tube removal rate dropped from 0.36‰to 0.17‰.The incidence rate of pressure ulcers caused by the tube decreased from 0.78‰to 0.45‰.CONCLUSION The combination of workshop and flipped classroom training is effective in improving tube fixation training of nurses,cultivating nurses’active learning abilities and clinical thinking,and improving the safety of the procedure.