引用本文:江建烨,韩晓静,徐焕.微课联合模块化教学在内科与基础护理实验教学中的应用[J].中华医学教育探索杂志,2022,21(6):749-752
微课联合模块化教学在内科与基础护理实验教学中的应用
Application of micro class combined with modular teaching in experimental teaching of internal medicine and basic nursing
DOI:10.3760/cma.j.cn116021-20200812-00894
中文关键词:  微课  模块化教学  内科  基础护理  自主学习准备度  教学满意度
英文关键词:Micro class  Modular teaching  Internal medicine  Basic nursing  Self-directed learning readiness  Teaching satisfaction
基金项目:
作者单位E-mail
江建烨 1山东第一医科大学附属青岛医院健康管理中心青岛 266109 tongy2010@163.com 
韩晓静 2山东第一医科大学附属青岛医院护理部青岛 266109  
徐焕 1山东第一医科大学附属青岛医院健康管理中心青岛 266109  
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中文摘要:
      目的 探究微课联合模块化教学在内科与基础护理实验教学中的应用效果。方法 采用抽签法选取某校2016级4个班专科护理生为研究对象。用随机字母表法将148名护理本科生分为两组,联合教学组采用微课联合模块化教学,模块化教学组采用模块化教学方式。对比两组考试成绩、自主学习准备度量表(self-directed learning readiness scale for nursing education,SDLRS)评分、医学教育环境及教学满意度。采用SPSS 22.0统计软件对数据进行卡方检验和t检验。结果 联合教学组学生内科护理学、基础护理学、操作技能分值均高于传统教学组(P<0.05);学期末,联合教学组学生自我管理、热爱学习、自我控制维度评分及SDLRS总分均高于模块化教学组(P<0.05);联合教学组学生学习知觉、教师知觉、环境知觉评分及总分均高于模块化教学组(P<0.05);联合教学组学生在提高学习兴趣、提高学习效率、提高学习主动性、更好掌握重点内容等方面的教学满意度高于模块化教学组(P<0.05)。结论 微课联合模块化教学能够提高护理专业学生考试成绩与自主学习准备度,改善医学教育内环境,且学生的教学满意度较高。
英文摘要:
      Objective To explore the effects of micro class combined with modular teaching on experimental teaching of internal medicine and basic nursing. Methods Four classes of nursing students of Batch 2016 were selected as the research objects by drawing lots, and 148 nursing undergraduates were randomly divided into two groups. The combined teaching group adopted micro class combined with modular teaching, and the modular teaching group adopted modular teaching method. The examination scores, SDLRS (self-directed learning readiness scale for nursing education) scores, medical education environment and teaching satisfaction of the two groups were compared. SPSS 22.0 was conducted for chi-square test and t test. Results The scores of internal medicine nursing, basic nursing and operation skills in the combined teaching group were significantly higher than those in the traditional teaching group (P<0.05); at the end of the semester, the scores of self-management, love of learning, self-control and SDLRS total score of the combined teaching group were higher than those of the modular teaching group (P<0.05); the scores of learning perception, teacher perception, environment perception and total score of the combined teaching group were higher than those of the modular teaching group (P<0.05); the teaching satisfactions with improving learning interest, learning efficiency, learning initiative and mastering key contents better in the combined teaching group were higher than those in the modular teaching group (P<0.05). Conclusion The combination of micro class and modular teaching can improve the examination results and self-directed learning readiness of nursing students, improve the internal environment of medical education, and students' teaching satisfaction is high.
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