PBL教学法联合翻转课堂在儿科护理教学中的应用效果  

Application Effect of PBL Teaching Method Combined With Flipped Classroom in Pediatric Nursing Teaching

作　　者：江薇薇 李月 孙素云 JIANG Weiwei;LI Yue;SUN Suyun(Department of Pediatrics,the First Affiliated Hospital of Kangda College of Nanjing Medical University/the First People’s Hospital of Lianyungang,Lianyungang Jiangsu 222200,China)

机构地区：[1]南京医科大学康达学院第一附属医院/连云港市第一人民医院儿内科,江苏连云港222200

出　　处：《中国继续医学教育》2025年第2期87-91,共5页China Continuing Medical Education

摘　　要：目的分析以问题为基础的教学法(problem-based learning,PBL)联合翻转课堂在儿科护理学理论教学中的应用效果。方法选取2023年2—6月由江苏省某三级甲等医院承担儿科护理学教学的63名护理本科学生作为研究对象,随机分为对照组(n=31)和试验组(n=32)。对照组采用传统的教学法进行腹泻的理论教学,试验组采用PBL教学法联合翻转课堂进行腹泻的理论教学。2组均进行课后测验了解学生的学习效果,并且采用问卷调查学生对2种教学效果的评价。结果试验组学生的课后测验平均成绩为(82.81±1.42)分,高于对照组的(77.10±1.03)分,差异有统计学意义(P<0.05);试验组教师在讲课有热情,能调动学生情绪;互动效果好,课题气氛活跃;教学方法得当;教师教学目标明确,重点突出,思路清晰;教师对课堂管理和掌控能力好;教师能给予学生思考、联想、创新的启迪方面的评分高于对照组,差异有统计学意义(P<0.05);试验组的教学满意度高于对照组,差异有统计学意义(P<0.05)。结论PBL教学法联合翻转课堂可以激发学生们对儿科护理学的学习热情,提高学生的独立思考和自学能力、同时提高学生的沟通表达能力、团队协作能力,从被动学习转变为主动学习,提高学生学习效率。Objective To analyze the application effect of problem-based learning(PBL)combined with flipped classroom in pediatric nursing theory teaching.Methods A total of 63 undergraduate nursing students at a tertiary Grade A hospital in Jiangsu Province from February to June 2023 were selected as the research objects and randomly divided into control group(n=31)and experimental group(n=32).The control group was taught with the traditional teaching method for the theoretical teaching of diarrhea disease,and the experimental group was taught with the PBL teaching method combined with flipped classroom for the theoretical teaching of infant diarrhea.Both groups were tested after class to understand the students'learning effect,and a questionnaire was used to investigate the students'evaluation of the two teaching effects.Results The average score of students in the experimental group in the after-school test was(82.81±1.42)points,higher than that of the control group(77.10±1.03)points,and the difference was statistically significant(P<0.05).The scores given to teachers in the experimental group for their enthusiasm in teaching,ability to engage students'emotions,good interaction effects,lively classroom atmosphere,appropriate teaching methods,clear teaching objectives,prominent key points,clear thinking,good classroom management and control skills,and their ability to inspire students'thinking,association and innovation were higher than those of the control group,and the differencees were statistically significant(P<0.05).The teaching satisfaction of the experimental group was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The combination of PBL teaching method and flipped classroom can stimulate students'enthusiasm for learning pediatric nursing,enhance their independent thinking and self-study abilities,as well as improve their communication and expression skills,teamwork abilities,and transform them from passive learners to active ones,thereby increasing their

关 键 词：以问题为基础的教学法 翻转课堂 儿科护理学 理论教学 本科生 应用效果 

分 类 号：G642[文化科学—高等教育学]