基于任务驱动的翻转课堂在护理伦理学教学中的应用  

The Teaching Effect of Task-driven Flipped Classroom in Nursing Ethics

作　　者：杨昕岳 胡绘杰 王静 YANG Xinyue;HU Huijie;WANG Jing(Sanquan College of Xinxiang Medical University,Xinxiang,Henan 453003)

机构地区：[1]新乡医学院三全学院,河南新乡453003

出　　处：《科教导刊》2025年第6期52-54,共3页The Guide Of Science & Education

基　　金：新乡医学院三全学院2023年度教育教学改革研究与实践项目“基于雨课堂的任务驱动教学在护理伦理学中的实施与评价”(2023XJJG53);河南省高等学校青年骨干教师培养计划(2020)。

摘　　要：目的:探讨基于任务驱动的翻转课堂在护理伦理学教学中的作用。方法:选取新乡医学院三全学院本科护理学专业两个教学班,将2020级(n=110)作为对照组,采用传统教学模式;2021级(=107)作为试验组,采用基于任务驱动的翻转课堂教学。比较两组的理论成绩、护生职业认同感、自主学习能力得分。结果:试验组理论成绩(83.1±4.8)高于对照组(80.2±5.3);试验组自主学习能力总分及各因子分、职业认同感总分及3个因子分均高于对照组,差异均有统计学意义(<0.05)。结论:基于任务驱动的翻转课堂教学能有效提升学生护理伦理学理论成绩、自主学习能力和护理职业认同感。Objective To explore the teaching effect of task-driven diversified flipped classroom teaching method in Nursing Ethics.Methods Two teaching classes from the Nursing School of Sanquan College,Xinxiang Medical College were selected as research subjects,to carry out nursing ethics teaching.The students of grade 2020(n=110)were selected as the control group,and the traditional teaching method was adopted.The students of grade 2021(n=107)were selected as the experimental group,and task-driven diversified flipped classroom teaching method was adopted.The teaching effect was evaluated by theoretical scores of the two groups,the scores of professional identity and autonomous learning of the experimental group and the control group.Results Students'theoretical scores were significantly better in the experimental group than that in the control group.The experimental group scored higher than the control group in the total score and factor scores of autonomous learning ability,the total score and three factor scores of occupational identity.Conclusion Task-driven diversified flipped classroom teaching in nursing ethics has a good teaching effect and can effectively improve the academic performance,self-learning ability,and professional identity of nursing students.

关 键 词：职业认同感 任务驱动 翻转课堂 护理伦理学 

分 类 号：G424[文化科学—课程与教学论]