基于“精准教学”的改良PBL教学法“O2O”模式在手术室护理教学中的应用研究  

Application of “O2O” mode of improved PBL teaching method based on “precision teaching” in nursing teaching in operating room

作　　者：王玲 易羽 黄玉婷 张代英 WANG Ling;YI Yu;HUANG Yuting;ZHANG Daiying(A f filiated Hospital of Southwest Medical University,Luzhou 646000,China)

机构地区：[1]西南医科大学附属医院手术室,四川泸州646000

出　　处：《中国医学教育技术》2022年第6期711-716,共6页China Medical Education Technology

基　　金：四川省科技厅专项资金课题(16SZ0062);四川省保健委员会2021年保健科研课题(川干研2021-1506);西南医科大学2018年教育教学改革研究项目(JG2018016)。

摘　　要：目的 观察基于“精准教学”的改良PBL教学法“O2O”模式在手术室护理教学中的应用效果。方法 选择2020—2021春季学期西南医科大学本科二年级的两个护理学班级作为对照组和试验组,对照组采用传统的讲授式教学,试验组采用改良PBL教学法“O2O”模式教学,即在线上实施基于超星学习通平台的分层教学,因材施教;在线下打破原有线上分组构架,实施“优—中—差”混合式分组,以朋辈引导等方式提高组内成员的知识素养和协作能力;同时引入“末位淘汰制”“一票否决制”“过程性考核”等机制。观察指标包括学生成绩(期中试卷成绩、期末试卷成绩、技能考核成绩、过程性考核成绩、总成绩)、教学效果和教师评价问卷、大学生学习自我效能感问卷。结果 在成绩方面,试验组和对照组期中成绩和过程性考核成绩对比,差异无统计学意义(P>0.05);期末试卷成绩、技能考核成绩和总成绩相比,试验组均高于对照组,差异均具有统计学意义(t=5.783、6.792、4.841,P<0.05)。在教学效果和教师评价方面,试验组均高于对照组,差异有统计学意义(t=4.632、3.891,P<0.05);而大学生学习自我效能感评分方面,在教学实施前,两组的差异无统计学意义(P>0.05),而学期结束后,试验组高于对照组,差异有统计学意义(t=6.985,P<0.05)。结论 基于“精准教学”的改良PBL教学法“O2O”模式,通过个体化的精准施教和人性化细节处理,能提高护生理论成绩和技能成绩,促进护生主动学习的积极性,增加其对教学效果和教师评价的满意度。Objective To observe the application effect of “O2 O” mode of improved PBL teaching method based on “precision teaching” in nursing teaching in operating room. Methods Two Nursing classes of grade 2 of Southwest Medical University in the spring semester of 2020 to 2021 were selected as the control group and the experimental group. The traditional teaching method was used in teaching the control group, and “O2 O” mode of improved PBL teaching method, namely the online layered teaching based on Chaoxing online teaching platform to achieve teaching students in accordance with their aptitude, was adopted in the teaching of the experimental group. In offline teaching, the original online grouping was broken, “excellent-medium-poor” mixed grouping was implemented, and knowledge literacy and cooperation ability of members in the group was improved through peer guidance. Meanwhile, mechanisms including “lowest place elimination mechanism”, “one vote veto system” and “process assessment” were brought in. The observation indexes included students’ scores(midterm test scores, final test scores, skill assessment scores, process assess-ment scores and total scores), teaching effect and teacher evaluation questionnaire, and college students’ learning self-efficacy questionnaire. Results In terms of performance, there was no sig-nificant difference between the experimental group and the control group in midterm performance and process assessment performance(P>0.05). Compared with the final test paper score, skill examination score and total score, the experimental group achieved higher scores than the control group, and the difference was statistically significant(t=5.783,6.792 and 4.841, P<0.05). In terms of teaching effect and teacher evaluation, the experimental group obtained higher score than the control group, and the difference was statistically significant(t=4.632, 3.891, P<0.05);In terms of college students’ learning self-efficacy score, there was no difference between the two groups b

关 键 词：精准教学 改良PBL教学法 “O2O”模式 手术室护理 教学 

分 类 号：G434[文化科学—教育学] G642.0[文化科学—教育技术学]