基于分层次移动学习模式的中医护理教学实践  

Application of hierarchical mobile learning in the clinical teaching of traditional Chinese medicine nursing

作　　者：马茜 景秀琛[2] 沈灿[1] 俞红[1] MA Qian;JING Xiuchen;SHEN Can;YU Hong(Department of Nursing,Suzhou Hospital of Tradition Chinese Medicine,Suzhou,Jiangsu,215009;School of Nursing Soochow University,Suzhou,Jiangsu,215006)

机构地区：[1]南京中医药大学苏州附属医院江苏省苏州市中医医院护理部,江苏苏州215009 [2]苏州大学护理学院,江苏苏州215006

出　　处：《中西医结合护理（中英文）》2018年第10期179-182,共4页Journal of Clinical Nursing in Practice

基　　金：苏州市产业技术创新专项(民生科技)科技示范工程项目(SS201719);南京中医药大学护理学品牌专业建设2017年度教学改革研究课题(NZYHLXPPJG2017-21)

摘　　要：目的探讨基于分层次移动学习模式的中医护理教学实践效果。方法以全院514名护理人员为研究对象。干预前,组织进行1次线上摸底理论考核及床边中医综合能力评价。开放移动学习平台,让护理人员进行线上视频学习、答题、模拟练习,1个月后,再次组织进行线上理论考核和床边中医综合能力评价。比较2次考核中各层级护理人员的线上参与率及线上、线下考核分数。结果分层次移动学习模式增加了各层级护理人员的参与率(P <0. 01)。实施干预后,各层级护理人员的中医理论知识考核成绩较干预前提高(P <0. 01)。N1级护理人员中医综合能力由干预前的(87. 00±4. 34)分提高到干预后的(92. 50±2. 42)分,差异有统计学意义(P <0. 01)。结论分层次移动学习模式可提高护理人员中医护理学习积极性,增强中医理论知识掌握水平及临床实践能力。Objective To explore the application efficacy of hierarchical mobile learning in the clinical teaching of traditional Chinese medicine （TCM） nursing. Methods Totally 514 nurses were recruited as the study subjects. Before the intervention, an online theoretical assessment and comprehensive ability evaluation about TCM nursing were conducted. The open-accessed mobile learning platform was set for video-based learning, online quizzes and simulation-based practice. The online theoretical assessment and comprehensive ability evaluation about TCM nursing were conducted again at one month after intervention. The online participation rate and online and offline assessment scores of nurses at all levels were compared before and after implementation of hierarchical mobile learning. Results The participation rate of nurses at all levels were increased after implementation of hierarchical mobile learning （ P 〈0.01）. Nurses at all levels achieved a higher score of theoretical knowledge assessment after implementation of hierarchical mobile learning （ P 〈0.01）. The TCM comprehensive ability score of N1 grade nurses increased from （87.00±4.34）points before intervention to （92.50±2.42）points after intervention （ P 〈0.01）. Conclusion The hierarchical mobile learning model can improve the enthusiasm of TCM nursing learning, enhance the theoretical knowledge of TCM and the ability of clinical practice among nurses.

关 键 词：分层次 移动学习 中医护理 培训 学习积极性 综合能力 

分 类 号：R196.2[医药卫生—卫生事业管理]