Application of PBL combined with flipped classroom blended teaching in the teaching of nephrology nursing interns
Objective To explore the application effect of problem-based learning(PBL)combined with flipped classroom blended learning in the teaching of nephrology nursing interns.Methods A total of 76 nursing interns who interned in the Department of Nephrology at Fangcun Hospital of Guangdong Provincial Hospital of Chinese Medicine from June 2020 to March 2022 were retrospectively selected as the research subjects.According to the time of internship,40 nursing interns who entered the department from June 2020 to April 2021 were selected as a control group,including 35 females and 5 males,aged(20.40±0.78)years,and they were implemented routine nursing teaching;36 nursing interns who entered the department from July 2021 to March 2022 were selected as an observation group,including 33 females and 3 males,aged(20.42±0.73)years,and they were implemented PBL combined with flipped classroom blended teaching.Both groups interned for 4 weeks.The theoretical assessment scores,skill assessment scores,self-learning ability scores,and satisfaction with nursing teaching were compared between two groups.Independent-sample t test was used for the measurement data and x2 test was used for the count data.Results The scores of theoretical assessment,skill assessment,and satisfaction with nursing teaching in the observation group were higher than those in the control group[(88.39±6.86)points vs.(80.58±8.64)points,(92.58±5.52)points vs.(84.78±6.94)points,97.2％(35/36)vs.82.5％(33/40)],with statistically significant differences(t=4.333 and 5.387,x2=4.360,all P＜0.05).At the time of admission,there was no statistically significant difference in the score of self-learning ability between the two groups[(91.03±14.45)points vs.(90.58±12.13)points](t=0.148,P＞0.05).At the time of graduation,the score of self-learning ability of nursing students in the observation group was higher than that in the control group[(116.31±10.93)points vs.(106.98±14.22)points],with a statistically significant difference(t=3.180,P＜0.05).Conclusion PBL combined with flipped classroom blended teaching can improve the theoretical knowledge mastery and practical skills level of nephrology nursing interns,and promote the improvement of self-learning ability,thereby enhancing the satisfaction of nursing interns with nursing teaching.
万方数据
维普
