混合式教学模式下课程满意度在本科护生个人成长主动性与评判性思维间的中介效应  

The mediating effect of course satisfaction between personal growth initiative and critical thinking among nursing undergraduates under blended teaching mode

作　　者：刘翠婷 刘翠萍[2] 傅丽桑[3] 林敏[3] 陈良英 LIU Cuiting;LIU Cuiping;FU Lisang;LIN Min;CHEN Liangying(School of Nursing,Putian University,Putian 351100,China;Department of Hepatopancreatobiliary Surgery,The First Affiliated Hospital of Putian University;Department of Nursing,The First Affiliated Hospital of Putian University)

机构地区：[1]莆田学院护理学院,福建莆田351100 [2]莆田学院附属医院肝胆胰外科 [3]莆田学院附属医院护理部

出　　处：《沈阳医学院学报》2023年第3期322-327,共6页Journal of Shenyang Medical College

基　　金：2020年福建省本科高校教育教学改革研究一般项目(No.FBJG20200104);2021年福建省本科高校教育教学改革研究项目(No.FBJG20210172);2021年莆田学院教育教学改革项目(No.JG202110)。

摘　　要：目的:探讨混合式教学模式下外科护理学课程满意度在本科护生个人成长主动性与评判性思维的中介作用。方法:采用便利抽样法,于2020年6月至2021年6月选取福建省某高等院校护理学专业2018级、2019级四年制三年级4个教学班204名护生作为研究对象,对外科护理学课程内容进行整合,并开展混合式教学。采用一般资料调查表、混合式教学满意度调查表、个人成长主动性量表、中文版加利福尼亚评判性思维问卷进行调查。采用Pearson相关分析对评判性思维与混合式教学满意度、个人成长主动性的相关性进行分析,采用AMOS 24.0分析混合式教学满意度在个人成长主动性与评判性思维间的中介作用。结果:本科护生评判性思维能力得分、混合式教学满意度得分、个人成长主动性得分分别为(279.18±45.44)分、(49.22±8.50)分、(61.24±8.33)分;评判性思维能力与个人成长主动性、混合式课程满意度均呈正相关(r=0.479、0.481,P<0.01);个人成长主动性与混合式教学满意度呈正相关(r=0.611,P<0.01);混合式教学满意度在个人成长主动性与评判性思维之间起部分中介作用(β=0.203,P<0.01),中介效应值为34.94%。结论:本科护生外科护理学混合式教学满意度与个人成长主动性均处于中等偏上水平,评判性思维能力处于中等水平,混合式教学满意度在本科护生个人成长主动性及评判性思维能力间起部分中介作用。Objective:To explore the mediating effect of course satisfaction between personal growth initiative and critical thinking among nursing undergraduates under blended teaching mode.Methods:A convenience sample of 204 nursing undergraduates from a college in Fujian Province were selected as the objects from Jun 2020 to Jun 2021.Surgical nursing course contents were integrated and blended teaching mode was carried out.They were investigated by using the mixed teaching satisfaction questionnaire,Personal Growth Initiative Scale and California Critical Thinking Disposition Inventory-Chinese Version.Pearson analysis was used to analyze the correlation among critical thinking,mixed teaching satisfaction and personal growth initiative,and AMOS 24.0 was used to analyze the mediating effect of blended teaching satisfaction between personal growth initiative and critical thinking.Results:The total score of the critical thinking,mixed teaching satisfaction and personal growth initiative were(279.18±45.44),(49.22±8.50),and(61.24±8.33),respectively.Critical thinking was positively correlated with personal growth initiative and mixed teaching satisfaction(r=0.479,0.481,P<0.01),and mixed teaching satisfaction was positively correlated with personal growth initiative(r=0.611,P<0.01).Blended teaching satisfaction partly mediated critical thinking and personal growth initiative(β=0.203,P<0.01),with a mediating effect value of 34.94%.Conclusions:Nursing undergraduates'blended teaching satisfaction and personal growth initiative are above the medium level,critical thinking is at the middle level.Mixed teaching satisfaction plays a partial mediating role between personal growth initiative and critical thinking among nursing undergraduates.

关 键 词：外科护理学 混合式教学满意度 个人成长主动性 评判性思维 本科护生 

分 类 号：G642[文化科学—高等教育学]