摘要
目的:通过探讨后疫情时代以微课联合护生标准化病人(SSP)为支撑的混合式教学模式在精神科护理教学中的应用效果,观察该教学模式对护生学习效果、学习态度及自主学习能力的影响.方法:选取某医学院校2019级470名护理本科生作为观察组,2018级490名护理本科生为对照组.对照组护生进行传统教学加小讲课,观察组护生开展以微课联合SSP为支撑的混合式教学.比较两组护生教学后的理论评分、实践技能评分、教学前后的护理专业学生学习态度量表及护理学专业学生自主学习能力量表评分.结果:教学后,观察组护生理论评分、实践技能评分结果均显著优于对照组,差异有统计学意义(Z=7.377、8.165,P＜0.05).教学前,两组护生学习态度量表、自主学习能力量表评分比较,差异无统计学意义(t=1.176、0.237、0.535、0.433、0.566、0.835、0.235,P＞0.05).教学后,观察组护生考核结果均高于对照组,差异有统计学意义(t=20.389、21.520、21.377、22.611、26.091、17.369、23.975,P＜0.05).结论:后疫情时代以微课联合SSP为支撑的混合式教学模式在精神科护理教学中具有良好的应用效果,可显著提升护生的学习效果、学习态度及自主学习的能力.
Abstract
Objective:To observe the effects of this teaching model on nursing students'learning outcomes,learning attitudes and independent learning ability,by exploring the effects of a hybrid teaching model supported by microlearning in conjunction with standardized patient for nursing students(SSP)in psychiatric nursing teaching in the post-epidemic era.Methods:470 undergraduate nursing students from the class of 2019 in a medical school were selected as the observation group,and 490 undergraduate nursing students from the class of 2018 were the control group.The control group carried out traditional teaching plus mini-lectures,while the observation group carried out hybrid teaching supported by micro-lectures combined with SSP.The theoretical scores,practical skills scores,pre and post teaching nursing student learning attitude scale and nursing student independent learning ability scale scores were compared between the two groups of nursing students after teaching.Results:After teaching,the results of theory scores and practical skills scores of the observation group were significantly better than those of the control group,with statistically significant differences(Z=7.377,8.165,P＜0.05).Before teaching,there was no statistically significant difference between the scores of the attitude toward learning scale and the independent learning ability scale of nursing students in the two groups(t=1.176,0.237,0.535,0.433,0.566,0.835,0.235,P＞0.05).After teaching,the assessment results of the observation group were all significantly higher than those of the control group,with statistically significant differences(t= 20.389,21.520,21.377,22.611,26.091,17.369,23.975,P＜0.05).Conclusion:The hybrid teaching mode supported by microlearning combined with SSP in the post-epidemic era has good application effect in psychiatric nursing teaching,which can significantly improve the learning effect,learning attitude and independent learning ability of nursing students.
基金项目
山西省高等学校教学改革创新项目(J2021970)
山西省教育科学"十三五"规划课题(GH-19211)
维普
万方数据