摘要
目的探索基于"做中学"理论的翻转课堂在《成人护理学》教学中的应用实施,并对其效果进行评价。方法以《成人护理学》胃部疾病为例,对56名护理本科三年级护生实施10学时基于"做中学"的翻转课堂,采用成绩反馈及问卷调查的方式探讨该模式的教学效果。结果消化系统疾病考核成绩平均为(85.7±7.9)分,与前一届护生消化系统考核成绩平均(84.8±5.8)分比较,差异无统计学意义(P>0.05);50名(89.3%)护生表示十分喜欢或者喜欢该教学模式,认为该模式提升了其"收集、分析与利用信息的能力"、"自学能力"及"临床应对患者实际问题的能力"等方面能力;然而该模式在实施中仍存在一些问题,如如何完善信息化技术、完善相应师资培训等。结论基于"做中学"理论的翻转课堂可在护理教学中有效开展,但仍需在更多的研究实践中不断地反思、修正和发展。
Objective To explore the implementation of flipped classroom based on ＂learning by doing＂ theory,and evaluate its effects.Methods The study took courses of gastric diseases as example,carried out 10 periods flipped classroom based on the ＂learning by doing＂ in 56 nursing students. The scores of the students and questionnaires were used to explore the teaching effect. Results The average score was （85.7!7.9） ,there was no statistical significance compared with the previous year studentss average score of （84.8±5.8） （P〈0.05）.There were 50 students （89.3%） like the teaching mode,they believed that the model has improved their various abilities such as the abilities of ＂information collection,analysis and utili- ty＂ ,＂self-learning＂ and ＂response to patients＇ clinical problem＇.However,there were still problems existed in the implementation of the model, such as how to improve the information technology,improve the training of the teachers.Conclusion It can be seen that the flipped classroom based on the theory of ＂learning by doing＂ can be carried out effectively in the teaching of nursing, but it still needs to be constantly reflected, revised and developed in research practices.
作者
张薇
周兰姝
钱火红
胡琛
张晓云
李娟
朱大乔
徐燕
Zhang Wei Zhou Lanshu Qian Huohong Hu Chen Zhan Xiaoyun Li juan Zhu Daqiao Xu Yan(School of Nursing, Second Military Medical University, Shanghai 200433, China Department of Nurs- ing, Changhai Hospital of Second Military Medical University, Shanghai 200433, China)
出处
《解放军护理杂志》
CSCD
2017年第12期73-76,共4页
Nursing Journal of Chinese People's Liberation Army
基金
第二军医大学教学研究与改革项目(JYC2016016)
关键词
翻转课堂
做中学
成人护理学
教学设计
flipped classroom
learning by doing
adult nursing
teaching design
