引用本文:冯伟 王雅娟 周月.翻转课堂教学在妇科手术室临床带教中的应用[J].中华医学教育探索杂志,2022,(3):355~358
翻转课堂教学在妇科手术室临床带教中的应用
Application of flipped classroom teaching mode in clinical teaching of gynecological operating room
DOI:
中文关键词:  翻转课堂  妇科  手术室  临床带教
英文关键词:Flipped classroom  Department of gynecology  Operation room  Clinical teaching
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作者单位
冯伟 王雅娟 周月 辽宁省人民医院妇科沈阳 110015 
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中文摘要:
      目的 研究翻转课堂教学在妇科手术室临床带教中的教学效果。方法 选择2020年1月至2020年4月在辽宁省人民医院妇科手术室实习的146名护生为研究对象,按照入科时间先后分为两组。2020年1月至2月入科的73名实习护生为对照组,采用传统带教;2020年3月至2020年4月入科的73名实习护生为观察组,开展翻转课堂教学。教学结束后,比较两组实习护生考试成绩、带教满意度。采用SPSS 22.0进行t检验、卡方检验和秩和检验。结果 观察组护生理论考试成绩(88.52±8.99)分、操作考试成绩(89.79±7.51)分均高于对照组理论考试成绩(72.40±7.45)分、操作考试成绩(73.66±7.77)分,两组比较差异有统计学意义(P<0.05);观察组带教方式、自我评价满意度高于对照组,差异有统计学意义(P<0.05)。结论 翻转课堂教学用于妇科手术室临床带教可提高实习护生的理论知识水平和临床操作能力,且实习护生对翻转课堂教学的认可度及满意度较高。
英文摘要:
      Objective To study the application value of flipped classroom teaching mode in clinical teaching of gynecological operating room. Methods A total of 146 cases of gynecological operating room intern nursing students in The People's Hospital of Liaoning Province from January 2020 to April 2020 were selected as the research objects and divided into two groups according to different time. Before the flipped classroom teaching mode was carried out from January 2020 to February 2020, 73 cases were included in the control group, and after the flipped classroom teaching mode was carried out from March 2020 to April 2020, 73 cases were included in the observation group. The theory and operation scores of the two groups before and after teaching were compared, and the satisfaction of the practice nurses to the teaching and the evaluation of the observation group to the flipped classroom teaching mode were observed. After the teaching, the performances of the two groups of nursing students and the teaching satisfaction were compared using SPSS 22.0 to conduct t test, chi-square test and rank sum test. Results The theoretical results [(88.52±8.99) points] and operational results [(89.79±7.51) points] of the observation group were significantly higher than those [(72.40±7.45) points and (73.66±7.77) points] of the control group, with statistical significance (P<0.05). The teaching methods and self-evaluation satisfaction of the observation group were significantly higher than those of the control group (P<0.05). Conclusion The application of flipped classroom teaching mode in the teaching of nursing students in gynecological operating room can improve the students' operation and theoretical level, and the students have a high degree of recognition and satisfaction with the teaching mode.
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