BOPPPS联合对分课堂教学模式在新入职护士基础生命支持技术培训中的应用  

Application of BOPPPS Combined with PAD Classroom Teaching Model in Basic Life Support Technology Training for New Nurses

作　　者：谭汀娜 赵静伊 周昔红[1] TAN Tingna;ZHAO Jingyi;ZHOU Xihong(The Second Xiangya Hospital of Central South University,Changsha City,Hunan Province,China 410011;Central South University,Xiangya School of Nursing,Changsha City,Hunan Province,China 410000)

机构地区：[1]中南大学湘雅二医院,湖南长沙410011 [2]中南大学湘雅护理学院,湖南长沙410000

出　　处：《卫生职业教育》2025年第8期65-68,共4页HEALTH VOCATIONAL EDUCATION

基　　金：2024年度中南大学研究生教育教学改革项目“BOPPPS联合对分课堂教学模式在护理专业学位硕士研究生临床实践教学中的应用——以妇产科教学为例”(2024JGB112)。

摘　　要：目的探讨BOPPPS联合对分课堂教学模式在新入职护士基础生命支持技术(BLS)培训中的应用效果。方法采用自身前后对照设计,通过便利抽样法选取某“三甲”医院(国家区域医疗中心)2023年新入职的119名护士作为研究对象,使用BOPPPS联合对分课堂教学模式对其进行BLS规范化培训,即在BOPPPS的参与式学习环节融入对分课堂的教学理念,培训前后进行问卷调查,评估新入职护士的BLS理论知识和操作技能的掌握程度、自主学习能力和评判性思维能力,并在培训结束后进行BLS操作技能考核和培训满意度调查。结果干预后新入职护士BLS理论知识得分显著高于干预前(P<0.001);干预后自主学习能力、评判性思维能力各维度得分及总分均高于干预前(P<0.05);操作技能培训合格率为100%,且考核为优秀的人数超过60%,培训满意度为100%。结论BOPPPS联合对分课堂教学模式有利于新入职护士掌握BLS理论知识和操作技能,有利于提高其自主学习能力和评判性思维能力,提高临床实践能力,为新入职护士培训模式提供新的思路。Objective To explore the application effect of BOPPPS combined with PAD classroom teaching model in basic life support technology(BLS)training for new nurses.Methods A self controlled design was used to select 119 new nurses from a Grade-A hospital(national regional medical center)in 2023 as the research subjects through convenience sampling.The BOPPPS combined with PAD classroom teaching model was used to provide standardized BLS training,that is,the participatory learning process of BOPPPS was integrated with the teaching concept of PAD classroom.A questionnaire survey was conducted before and after the training to evaluate the mastery of BLS theoretical knowledge and operational skills,self-taught ability,and critical thinking ability of new nurses.After the training,BLS operational skills assessment and training satisfaction survey were conducted.Results The BLS theoretical knowledge score of new nurses after intervention was significantly higher than before intervention(P<0.001).After intervention,the dimensional scores and total scores of self-taught ability and critical thinking ability were higher than before intervention(P<0.05).The qualification rate of operational skills training is 100%,and more than 60%of the participants have achieved excellent performance in the assessment.The satisfaction rate of the training is 100%.Conclusion The BOPPPS combined with PAD classroom teaching model is beneficial for new nurses to master BLS theoretical knowledge and operational skills,improve their self-taught ability and critical thinking ability,enhance their clinical practice ability,and provide new ideas for the training model of new nurses.

关 键 词：BOPPPS 对分课堂 新入职护士 基础生命支持技术 教学模式 

分 类 号：G424[文化科学—课程与教学论]