翻转课堂结合CBL教学法在RICU护生实习教学中的应用研究  

Research on the Application of Flipped Classroom Combined With CBL Teaching Method in RICU Nursing Students'Practice Teaching

作　　者：陈海宾 苏艺津 贺文婷 沈伟耿 陈恬 CHEN Haibin;SU Yijin;HE Wenting;SHEN Weigeng;CHEN Tian(The Second Department of Intensive Care Medicine,the Second Affiliated Hospital of Xiamen Medical College,Xiamen Fujian 361021,China)

机构地区：[1]厦门医学院附属第二医院重症医学二科,福建厦门361021

出　　处：《中国继续医学教育》2024年第22期56-60,共5页China Continuing Medical Education

基　　金：2021年厦门医学院教育教学改革研究项目(XBJG2021022)。

摘　　要：目的探讨分析在呼吸重症监护室(respiratory intensive care unit,RICU)护生实习教学中应用翻转课堂结合案例教学法(case-based learning,CBL)的效果。方法选取2021年8月—2023年3月在厦门医学院附属第二医院RICU实习护生60名,根据教学方式将所学生分为结合教学组与单独教学组,每组30名。结合教学组运用翻转课堂结合CBL教学法,单独教学组应用单独的CBL教学法,对比分析2组学生临床考核结果、问卷调查结果、主观能力评分以及教学满意度等情况。结果结合教学组笔试成绩为(94.28±4.85)分,操作成绩为(90.49±5.78)分,总成绩为(93.25±5.56)分。单独教学组笔试成绩为(83.21±3.12)分,操作成绩为(83.12±4.26)分,总成绩为(83.49±4.02)分,差异均有统计学意义(P<0.001)。同时,结合教学组促进知识理解与掌握成绩为(8.41±0.89)分,激发学习兴趣成绩为(8.68±0.91)分。单独教学组促进知识理解与掌握成绩为(7.82±0.76)分,激发学习兴趣成绩为(7.90±0.72)分,差异均有统计学意义(P<0.05)。结合组学生满意度90.00%,高于单独教学组的63.33%,差异有统计学意义(P<0.05)。结论在RICU护生实习教学中应用翻转课堂结合CBL教学法能有效提升学生总成绩、沟通交流能力与团队协作意识,有效调动学生参与课堂学习积极性和主动性,引领学生高效理解和掌握知识。Objective To explore and analyze the effect of applying flipped classroom combined with case-based learning(CBL)in the teaching of nursing students in respiratory intensive care unit(RICU).Methods A total of 60 nursing students interned in the RICU of the Second Affiliated Hospital of Xiamen Medical College from August 2021 to March 2023,and the students were divided into a combined teaching group and an individual teaching group,with 30 nursing students in each group.Flipped classroom combined with CBL teaching method was applied to the combined teaching group,and the separate teaching group was applied with the separate CBL teaching method.The clinical assessment results,questionnaire survey results,subjective ability scores and teaching satisfaction of the two groups were compared and analyzed.Results The written test score of the combined teaching group was(94.28±4.85)points,the operational score was(90.49±5.78)points,and the total score was(93.25±5.56)points.The written test score of the individual teaching group was(83.21±3.12)points,the operation score was(83.12±4.26)points,and the total score was(83.49±4.02)points,and the differences were statistically significant(P<0.001).At the same time,the score of promoting knowledge understanding and mastery in the combined teaching group was(8.41±0.89)points,and the score of stimulating interest in learning was(8.68±0.91)points.The scores of the individual teaching group were(7.82±0.76)points for promoting knowledge understanding and mastery,and(7.90±0.72)points for stimulating interest in learning,and the differences were statistically significant(P<0.05).The satisfaction rate of students in the combined group was 90.00%,higher than that in the individual teaching group(63.33%),and the difference was statistically significant(P<0.05).Conclusion The application of flipped classroom combined with CBL teaching method in the practice teaching of RICU nursing students can effectively improve students'overall score,communication ability and teamwork awareness,

关 键 词：呼吸重症监护室 护生 实习教学 翻转课堂 案例教学法 协作意识 

分 类 号：G642[文化科学—高等教育学]