翻转课堂教学模式在消化内科护理带教中的应用  

Application of flipped classroom teaching mode in nursing teaching of Gastroenterology Department

作　　者：聂维娟[1] 谢晓芬[1] 侯丽英[1] 白银焕 董素娟[1] Nie Weijuan;Xie Xiaofen;Hou Liying;Bai Yinhuan;Dong Sujuan(Department of Gastroenterology,Shanxi Provincial People's Hospital,Taiyuan 030012,China)

机构地区：[1]山西省人民医院消化科,太原030012

出　　处：《中华现代护理杂志》2021年第26期3627-3631,共5页Chinese Journal of Modern Nursing

摘　　要：目的研究翻转课堂教学模式在消化内科护理带教中的应用及对护生护理理论、专业技能掌握情况的影响。方法采用便利抽样法,选择2018年7月—2020年1月进入山西省人民医院消化内科实习的136名护生,将2019年7月—2020年1月的69名实习护生设为试验组,采取翻转课堂教学模式;将2018年7月—2019年1月的67名实习护生设为对照组,采取传统带教模式。观察并比较两组的护理理论、专业技能、综合能力情况及对教学质量、满意度的评价。结果试验组护生的出科护理理论、专业技能成绩分别为(88.45±7.12)、(92.78±3.03)分,高于对照组的(80.32±8.56)、(88.15±3.62)分,差异有统计学意义(t值分别为5.921、7.952;P<0.05);试验组的护理问诊、查体、诊断、措施、健康教育、人文关怀、组织效能、整体评价评分分别为(6.21±1.25)、(6.45±1.03)、(6.53±1.21)、(6.59±1.28)、(6.98±1.12)、(6.59±1.21)、(6.30±1.18)、(7.01±1.16)分,高于对照组的(5.37±1.59)、(5.58±1.32)、(5.29±1.64)、(5.62±1.71)、(6.03±1.57)、(5.70±1.42)、(5.21±1.72)、(6.08±1.65)分,差异均有统计学意义(t值分别为3.370、4.216、4.940、3.686、4.001、3.867、4.246、3.746;P<0.05);试验组对教学效果、教学内容、教学方法评分分别为(21.65±1.19)、(20.27±1.80)、(21.43±1.25)分,高于对照组的(19.13±1.28)、(18.81±2.79)、(19.47±1.21)分,差异有统计学意义(t值分别为11.676、3.575、9.112;P<0.05);试验组护生对理论知识、学习兴趣、实践技能、自学能力、实际解决问题能力的满意度分别为94.03%、97.01%、95.52%、91.04%、92.54%,高于对照组的81.25%、85.94%、84.38%、78.13%、79.69%,差异均有统计学意义(χ2=4.986、5.222、4.550、4.224、4.560;P<0.05)。结论在消化内科护理带教中实施翻转课堂教学模式有助于护生熟练掌握护理理论及专业技能,提高教学质量。Objective To study the application of flipped classroom teaching mode in nursing teaching of Gastroenterology Department and its influence on the mastery of nursing theory and professional skills of nursing students.Methods Using the convenient sampling method,a total of 136 nursing students who took internship Gastroenterology Department of Shanxi Provincial People's Hospital from July 2018 to January 2020 were selected.From July 2019 to January 2020,69 nursing students were selected as the experimental group,and they were given flipped classroom teaching mode.From July 2018 to January 2019,67 nursing students were set as the control group,and they were given the traditional teaching mode.The nursing theory,professional skills and comprehensive ability of nursing students and their evaluation of the teaching quality and satisfaction were observed and compared between the two groups.Results The scores of after-department nursing theory and professional skills of nursing students in the experimental group were respectively(88.45±7.12)and(92.78±3.03),which were higher than(80.32±8.56)and(88.15±3.62)of the control group,and the differences were statistically significant(t=5.921,7.952;P<0.05).Scores of nursing consultation,physical examination,diagnosis,measures,health education,humanistic care,organizational efficiency and overall evaluation of the experimental group were respectively(6.21±1.25),(6.45±1.03),(6.53±1.21),(6.59±1.28),(6.98±1.12),(6.59±1.21),(6.30±1.18)and(7.01±1.16),higher than(5.37±1.59),(5.58±1.32),(5.29±1.64),(5.62±1.71),(6.03±1.57),(5.70±1.42),(5.21±1.72)and(6.08±1.65)of the control group(t=3.370,4.216,4.940,3.686,4.001,3.867,4.246,3.746;P<0.05).The scores of teaching effect,teaching content and teaching method in experimental group were respectively(21.65±1.19),(20.27±1.80)and(21.43±1.25),which were higher than(19.13±1.28),(18.81±2.79)and(19.47±1.21)in control group,and the differences were statistically significant(t=11.676,3.575,9.112;P<0.05).The satisfaction of the nur

关 键 词：学生 护理 临床实习 翻转课堂 临床带教 消化内科 

分 类 号：R47-4[医药卫生—护理学] G434[医药卫生—临床医学]