引用本文:梁园园,胡小梅,杨忠娴,段雅琴,李昌秀,王万玲.TBL+PAL+翻转课堂混合式教学在本科生《护理心理学》教学中的应用[J].中华医学教育探索杂志,2023,22(10):1582-1585
TBL+PAL+翻转课堂混合式教学在本科生《护理心理学》教学中的应用
Application of TBL+PAL+ Flipped Class mixed teaching mode in the course of Nursing Psychology for undergraduates
DOI:10.3760/cma.j.cn116021-20211011-01468
中文关键词:  团队教学  同伴互助教学  翻转课堂  混合式教学  教学效果
英文关键词:Team-based learning  Peer assisted leaning  Flipped class  Mixed learning  Teaching effect
基金项目:遵义医学院护理学院教育教学改革计划项目(YJJG-2017-3)
作者单位邮编
梁园园* 遵义医科大学附属医院急诊科遵义 563003 563003
胡小梅 遵义医科大学护理学院遵义 563003 563003
杨忠娴 遵义医科大学附属医院急诊科遵义 563003 563003
段雅琴 遵义医科大学护理学院遵义 563003 563003
李昌秀 遵义医科大学护理学院遵义 563003 563003
王万玲 遵义医科大学护理学院遵义 563003 563003
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中文摘要:
      目的 探讨以团队为基础的学习(team-based learning,TBL)+同伴互助学习(peer assisted leaning,PAL)+翻转课堂混合式教学在护理本科生《护理心理学》课程教学中的应用效果。方法 将2018级4个班级146名护理本科生,整群抽样1~2班为试验组(73人),3~4班为对照组(73人)。试验组采用TBL+PAL+翻转课堂混合式教学,对照组采用传统教学。课程结束后评价两组学生课程期末考试成绩及案例分析成绩,两组学生自评核心能力得分。采用SPSS 18.0进行t检验。结果 试验组学生的期末考试成绩为(82.30±7.77)分、案例分析考核成绩为(46.13±2.91)分,均高于对照组[(74.97±7.05)分、(40.36±4.25)分];试验组学生的自主学习能力得分[(8.03±0.91)分]、分析问题能力得分得分[(7.99±0.99)分、团队合作能力得分[(7.67±1.09)分]及评判性思维能力得分[(7.03±1.33)分]均高于对照组[(6.21±1.17)、(5.64±1.28)、(5.79±1.27)、(5.15±1.16)]。结论 TBL+PAL+翻转课堂混合式教学将3种教学形式取长补短、优势整合,促进学生对知识点的理解和掌握运用,提高学生自主学习能力、团队合作能力及分析问题能力,强化学生综合知识与技能的迁移及应用能力,提升教学效果,同时也拓展了《护理心理学》的教学思路。
英文摘要:
      Objective To explore the application effect of TBL (team-based learning) + PAL (peer assisted leaning) + Flipped Class mixed teaching mode in the course of "nursing psychology" for nursing undergraduates.Methods A total of 146 nursing undergraduates from four classes enrolled in 2018 were subjected to cluster sampling and assigned to classes 1-2 (experimental group, n=73) and classes 3-4 (control group, n=73). The experimental group adopted the TBL + PAL + Flipped Class mixed teaching mode, while the control group adopted the traditional teaching method. After the course, the two groups were evaluated by final exam score, case analysis score, and core competence self-assessed score with a t-test in SPSS 18.0.Results The final examination score (82.30±7.77) and case analysis score (46.13±2.91) of the experimental group were significantly higher than those in the control group (74.97±7.05 and 40.36±4.25). The experimental group showed significantly higher scores in autonomous learning ability (8.03±0.91), problem analysis ability (7.99±0.99), teamwork ability (7.67±1.09) and critical thinking ability (7.03±1.33) as compared with the control group (6.21±1.17, 5.64±1.28, 5.79±1.27, 5.15±1.16).Conclusion TBL + PAL + Flipped Class mixed teaching mode integrates the advantages of the three teaching forms, promotes students' understanding and application of knowledge points, improves students' ability of independent learning, teamwork, and problem analysis, strengthens students' ability of transfer and application of knowledge and skills, increases the teaching effect, and expands the teaching method of nursing psychology.
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