基于BOPPPS模式的雨课堂教学在新入职护士实践教学中的应用  

Application of Rain Classroom teaching based on BOPPPS model in practical teaching of newly recruited nurses

作　　者：沙娟 徐英[1] 章志伟[1] 徐凤[1] 江瑶 洪都 Sha Juan;Xu Ying;Zhang Zhiwei;Xu Feng;Jiang Yao;Hong Du(Department of Anesthesiology and Surgery,the First Affiliated Hospital of Nanchang University,Nanchang,Jiangxi 330006,China)

机构地区：[1]南昌大学第一附属医院麻醉手术部,江西南昌330006

出　　处：《齐齐哈尔医学院学报》2023年第21期2072-2075,共4页Journal of Qiqihar Medical University

摘　　要：目的 浅析基于BOPPPS模式的雨课堂教学在新入职护士实践教学中的应用价值。方法 选择2021年1月—2023年1月本院麻醉手术部新入职的40名护士作为研究对象,按入职先后顺序分为对照组与观察组两组(皆为女性),每组各20名。对照组接受常规职业教育,观察组接受基于BOPPPS模式的雨课堂职业教育。比较两组新入职护士的学习质量评分(学习意识、学习方法、学习获得感、问题解决能力)、职业成长评分(团队合作能力、信息分析整合能力、独立应对问题能力、就职信念)、考核成绩、教学满意度评分(带教知识、带教态度、带教技能)差异;建立为期3个月的随访,随机调查40名护士踏入临床工作后的患者投诉率。结果 教学前,两组护士学习质量评分比较,差异无统计学意义(P>0.05);教学后,观察组护士学习意识、学习方法、学习获得感、问题解决能力评分均高于对照组,差异有统计学意义(P<0.05);教学前,两组护士职业成长评分比较,差异无统计学意义(P>0.05);教学后,观察组护士团队合作能力、信息分析整合能力、独立应对问题能力、就职信念评分均高于对照组,差异有统计学意义(P<0.05);观察组护士理论、实践及总分的考核成绩均高于对照组,差异有统计学意义(P<0.05);观察组护士对教师带教知识、带教态度、带教技能的满意度评分均高于对照组,差异有统计学意义(P<0.05);两组新入职护士的工作投诉率比较,差异无统计学意义(P>0.05)。结论 基于BOPPPS模式打造雨课堂,有助于新入职护士的学习品质进一步提升,教学成果进一步放大,教学满意度高。Objective To analyze the application value of Rain Classroom teaching based on BOPPPS model in the practice teaching of newly recruited nurses.Methods A total of 40 newly recruited nurses in the department of anesthesia surgery of our hospital from January 2021 to January 2023 were selected as the research objects,and they were divided into two groups of control group and observation group according to their order of entry(both female),with 20 nurses in each group.The control group received conventional vocational education,and the observation group received Rain Classroom vocational education based on BOPPPS model.The differences of learning quality scores(learning awareness,learning methods,learning acquisition sense,problem-solving ability),career growth scores(teamwork ability,information analysis and integration ability,independent problem-solving ability,employment belief),assessment scores,and teaching satisfaction scores(teaching knowledge,teaching attitude,and teaching skills)were compared between the two groups of newly recruited nurses.A three-month follow-up was conducted to investigate the complaint rate of the 40 nurses after they entered clinical work.Results Before teaching,there was no significant difference in learning quality scores between the two groups(P>0.05).After teaching,the scores of learning consciousness,learning method,sense of learning acquisition and problem-solving ability of nurses in observation group were higher than those in control group,with statistical significance(P<0.05).Before teaching,there was no significant difference in professional growth scores between the two groups(P>0.05).After teaching,the scores of teamwork ability,information analysis and integration ability,independent problem solving ability and employment belief of nurses in the observation group were higher than those in the control group,with statistical significance(P<0.05).The scores in theory,practice and total score of nurses in observation group were higher than those in control group,and the differ

关 键 词：BOPPPS 雨课堂 新入职护士 职业教育 

分 类 号：R471[医药卫生—护理学]