护理本科生翻转课堂教学中异质小组合作学习实践  

Practice of heterogeneous group cooperative learning in flipped classroom teaching for undergraduate nursing students

作　　者：黄菲 程利 柯玉叶 商丽 Huang Fei;Cheng Li;Ke Yuye;Shang Li(School of Nursing,Hubei University of Medicine,Shiyan 442000,China)

机构地区：[1]湖北医药学院护理学院,湖北十堰442000

出　　处：《护理学杂志》2021年第7期1-3,共3页Journal of Nursing Science

基　　金：2019年度湖北医药学院教学研究基金项目(2019024)。

摘　　要：目的探讨护理本科生翻转课堂教学中异质小组合作学习的实践效果。方法便利抽样选取2017级护理本科4个班的学生,按照班级随机抽签分为研究组59人和对照组58人。对照组在《健康评估》课程中采用传统教学方法,研究组按照上学期基础护理考核成绩采取异质分组合作学习联合翻转课堂的教学方法。课程结束后比较两组教学效果。结果两组实施教学后理论考核和操作考核成绩比较,差异无统计学意义(均P>0.05);学生自主学习能力总分及计划与实施、自我管理维度得分比较,差异有统计学意义(均P<0.01)。结论异质小组合作学习联合翻转课堂教学,能促进护理本科学生自主学习能力的提高。Objective To explore the effect of heterogeneous group cooperative learning in flipped classroom teaching for undergraduate nur-sing students.Methods Four classes enrolled in 2017 were selected through convenience sampling method.The classes were randomly divided into a control group of 58 students,who received traditional teaching method in the course of Health Assessment,and an intervention group of 59 students,who received the teaching mode of cooperative learning combined with flipped classroom accor-ding to the heterogeneity of examination grades for the course of fundamentals in nursing.At completion of the course,the teaching results were compared between the 2 groups.Results There were no statistically significant differences between the two groups in written and skill exams(P>0.05 for both).There were statistically significant differences in the total score of autonomous lear-ning ability,and the dimensional scores of planning and implementation,and self-management between the two groups after intervention(P<0.01 for all).Conclusion Heterogeneous group cooperative learning combined with flipped classroom teaching can improve nursing students′autonomous learning ability.

关 键 词：护理本科 学生 小组合作学习 异质小组 翻转课堂 自主学习能力 教学方法 

分 类 号：R47[医药卫生—护理学] G424.1[医药卫生—临床医学]