[1]王秀丽,王静静,李红玉,等.基于医养结合背景改革教学模式对护生人文关怀能力的培训效果[J].医学信息,2020,33(12):168-171.[doi:10.3969/j.issn.1006-1959.2020.12.056]
　WANG Xiu-li,WANG Jing-jing,LI Hong-yu,et al.Training Effect of Reforming Teaching Mode on Nursing Students’ Humanistic Ability Based on the Combination of Medical and Nursing Background[J].Medical Information,2020,33(12):168-171.[doi:10.3969/j.issn.1006-1959.2020.12.056]
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基于医养结合背景改革教学模式对护生人文关怀能力的培训效果()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
33卷
期数:
2020年12期
页码:
168-171
栏目:
护理研究
出版日期:
2020-06-15

文章信息/Info

Title:
Training Effect of Reforming Teaching Mode on Nursing Students’ Humanistic Ability Based on the Combination of Medical and Nursing Background
文章编号:
1006-1959（2020）12-0168-04
作者:
王秀丽; 王静静; 李红玉; 等
（锦州医科大学附属第一医院皮肤性病科门诊，辽宁 锦州 121000）
Author(s):
WANG Xiu-li; WANG Jing-jing; LI Hong-yu; et al
(Department of Dermatology and Venereology,the First Affiliated Hospital of Jinzhou Medical University,Jinzhou 121000,Liaoning,China)
关键词:
医养结合; 教学改革; 实施效果分析; 人文关怀; 自主学习
Keywords:
Combination of medical and nursing; Teaching reform; Analysis of implementation effects; Humanistic care; Autonomous learning
分类号:
G642
DOI:
10.3969/j.issn.1006-1959.2020.12.056
文献标志码:
A
摘要:
目的 比较传统教学模式与基于医养结合背景的“翻转课堂”教学模式对护生人文关怀能力的培养效果。方法 2019年3~7月以某医科大学2016级护理专业的120名学生为研究对象，将其随机分为实验组与对照组，各60名。对照组采用传统方式培训，实验组采用翻转课堂教学模式培训，教学结束后应用关怀能力量表、自主学习能力量表对学生进行能力评价，自制问卷调查学生对教学的满意度，通过课后考试比较两组学生知识掌握情况。结果 实验组护生在学习积极性、课前预习、理解学习内容、促进团队协作及课程设置5方面的满意度均高于对照组，差异有统计学意义（P＜0.05）；实验组考试成绩为（79.35±6.16）分，高于对照组的（76.67±6.52）分，差异有统计学意义（P＜0.05）；实验组自主学习能力得分、护生人文关怀得分分别为（64.67±1.47）分、（190.81±23.26）分，均高于对照组的（57.53±1.87）分、（185.77±23.30）分，差异有统计学意义（P＜0.05）。结论 基于医养结合背景的“翻转课堂”教学模式可提高护生的考试成绩，有助于改善护生人文关怀能力和自主学习能力，护生满意度高，值得应用。
Abstract:
Objective To compare the effect of the traditional teaching model and the "flip classroom" teaching model based on the combination of medical and nursing on the cultivation of nursing students’ humanistic ability.Methods From March to July 2019, 120 students of 2016 nursing major of a medical university were taken as the research object, randomly divide them into experimental group and control group, with 60 cases in each group. The control group was trained in the traditional way, and the experimental group was trained in a flipped classroom teaching mode.After the end of the teaching, use the care ability scale and autonomous learning ability scale to evaluate the students’abilities, a self-made questionnaire surveyed students’ satisfaction with teaching, and compared the knowledge mastery of the two groups of students through post-exam examinations. Results The satisfaction of the nursing students in the experimental group in terms of learning enthusiasm, pre-preparation, understanding of the learning content, promotion of teamwork and curriculum setting are higher than the control group, the difference was statistically significant (P<0.05); the test score of the experimental group is ( 79.35±6.16) points, higher than the control group’s (76.67±6.52) points, the difference was statistically significant (P<0.05); the experimental group’s scores for autonomous learning ability and nursing students’ humanistic care were respectively (64.67±1.47) points, the scores of (190.81±23.26) were higher than those of the control group (57.53±1.87)awnd (185.77±23.30),the difference was statistically significant (P<0.05).Conclusion The "flip classroom" teaching model based on the combination of medical and nursing background can improve the test scores of nursing students, and help to improve the humanistic care ability and independent learning ability of nursing students. The nursing students have high satisfaction and are worthy of application.

参考文献/References:

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更新日期/Last Update: 1900-01-01