引用本文:李媛媛,孙萍,王芬,杨怡,宋雪,孙雯.TPS联合微课教学在普外科护理教学中的应用研究[J].中华医学教育探索杂志,2024,23(5):692-696
TPS联合微课教学在普外科护理教学中的应用研究
Application of TPS combined with microlecture teaching model in nursing teaching of general surgery
DOI:10.3760/cma.j.cn116021-20230911-01719
中文关键词:  思考-结对-分享  微课  教学模式  普外科  护理教学
英文关键词:Think-pair-share  Microlecture  Teaching model  Department of general surgery  Nursing teaching
基金项目:
作者单位邮编
李媛媛 空军军医大学第一附属医院肝胆胰脾外科西安 710061 710061
孙萍 空军军医大学第一附属医院综合外科西安 710061 710061
王芬 空军军医大学第一附属医院肝胆胰脾外科西安 710061 710061
杨怡 空军军医大学第一附属医院肝胆胰脾外科西安 710061 710061
宋雪 空军军医大学第一附属医院肝胆胰脾外科西安 710061 710061
孙雯* 空军军医大学第一附属医院肝胆胰脾外科西安 710061 710061
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中文摘要:
      目的 研究思考-结对-分享(think-pair-share,TPS)联合微课教学在普外科护理教学中的应用效果。方法 以2020年8月至2021年8月于空军军医大学第一附属医院普外科实习的48例护生为对照组,采用传统教学; 2021年9月至2022年8月实习的48例护生为观察组,采用TPS联合微课教学。对比分析两组护生考核成绩、评判性思维能力、岗位胜任能力以及对教学的满意度。采用SPSS 22.0进行t检验和卡方检验。结果 教学后观察组理论成绩[(93.21±4.34)分 vs. (88.65±3.69)分]、基础护理操作成绩[(94.21±3.85) 分vs. (89.45±5.47)分]以及专科操作成绩[(90.76±4.59)分 vs. (88.96±3.63)分]均高于对照组(P<0.05);教学后两组评判性思维能力测量量表各维度评分及总分均上升,且观察组高于对照组(P<0.05);教学后两组岗位胜任能力评价各项指标得分及总分均上升,且观察组高于对照组(P<0.05);观察组护生对各个教学评价条目的满意度和总满意度均高于对照组(P<0.05)。结论 TPS联合微课教学应用于普外科,有利于提高护生理论知识和实践操作水平、评判性思维能力及岗位胜任能力,且教学满意度高。
英文摘要:
      Objective To study the effects of applying the think-pair-share (TPS) method combined with the microlecture teaching model in nursing teaching of general surgery.Methods We assigned 48 nursing students interning in the department of general surgery of The First Affiliated Hospital of Air Force Medical University from August 2020 to August 2021 into control group to receive traditional teaching and 48 nursing students who interned from September 2021 to August 2022 into observation group to receive TPS+microlecture teaching. The two groups were compared in terms of test results, critical thinking abilities, post competencies, and satisfaction with teaching. SPSS 22.0 was used to perform the t test and chi-square test.Results The observation group showed a significantly higher theoretical score [(93.21±4.34) vs. (88.65±3.69)], a significantly higher basic nursing skills score [(94.21±3.85) vs. (89.45±5.47)], and a significantly higher specialized skills score [(90.76±4.59) vs. (88.96±3.63)] than the control group (P<0.05). The total score of the critical thinking ability scale and the scores of individual dimensions were significantly increased after training for both groups, and all the scores were significantly higher in the observation group than in the control group (P<0.05). Both groups had significant improvements in the total and individual scores of post competencies after training, and the observation group had significantly higher scores than the control group (P<0.05). Compared with the control group, the observation group had significantly higher proportions of students feeling satisfied with teaching, in terms of all evaluation items and also overall (P<0.05).Conclusions Applying the TPS+microlecture teaching model in general surgery nursing teaching can help nursing students improve theoretical and practical levels, critical thinking abilities, and post competencies, also with a high level of satisfaction with teaching.
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