Application of Flipped Classroom Combined With Progressive Case Teaching in Standardized Training for Nurses With Low Seniority
Objective To explore the application of flipped classroom combined with progressive case teaching in standardized training for nurses with low seniority in hospital.Methods A retrospective analysis was performed on 92 nurses with low seniority who participated in the standardized training of the nursing department of Rizhao Hospital of Traditional Chinese Medicine from March 2021 to April 2023,among which 43 nurses who adopted the traditional teaching mode from March 2021 to March 2022 were used as the control group.A total of 49 nurses who took flipped classroom combined with progressive case teaching from April 2022 to April 2023 were the observation group.The two groups were compared in terms of theoretical performance,clinical skills,self-directed learning ability,critical thinking ability and teaching satisfaction.Results The theoretical scores of the observation group[(92.13±2.34)points vs.(85.19±2.06)points]and the clinical skill assessment scores[(93.22±2.61)points vs.(86.12±2.49)points]were higher than those of the control group,and the differences were statistically significant(P<0.001).After teaching,the observation group showed higher levels of self-directed learning ability in terms of learning awareness[(42.48±3.62)points vs.(42.48±3.62)points],learning behavior[(40.13±3.14)points vs.(40.13±3.14)points],learning strategies[(41.65±2.52)points vs.(41.65±2.52)points],learning evaluation[(38.42±3.03)points vs.(38.42±3.03)points],and interpersonal relationships[(43.48±2.10)points vs.(43.48±2.10)points]compared to the control group,and the differences were statistically significant(P<0.001).After teaching,the observation group had higher scores in all dimensions of critical thinking ability compared to the control group,and the differences were statistically significant(P<0.001).The observation group showed higher levels of stimulation of learning interest[(17.43±1.85)points vs.(15.16±1.96)points],improvement of communication skills[(18.05±1.61)points vs.(15.27±2.02)points],enhancement of problem-solving and analysis abilities[(18.11±1.73)points vs.(16.22±1.35)points],increased teacher-student interaction[(18.23±1.54)points vs.(15.74±1.66)points],and improvement of memory performance scores[(18.16±1.39)points vs.(16.76±1.65)points]compared to the control group,and the differences were statistically significant(P<0.001).Conclusion The combination of flipped classroom and progressive case teaching can improve the theoretical knowledge and clinical skills of low seniority nurses in hospitals,enhance their self-directed learning ability and critical thinking ability,and have high teaching satisfaction.
万方数据
维普
