基于微课的翻转课堂在护理本科健康评估实训教学中的应用

目的探讨基于微课的翻转课堂在护理本科健康评估实训教学中的应用效果。方法随机选取延安大学西安创新学院2016级护理本科学生1个自然班为对照组(55人)。另外一个自然班为观察组(54人)。对照组健康评估实训采用传统教学,观察组采用基于微课的翻转课堂教学。通过课程考核、师生满意度测评和对观察组的调查评价效果,采用SPSS 21.0进行(检验和秩和检验。结果课程结束后进行课程考核,两组学生的实训成绩分别为:对照组(80.13 ±1.73)分,观察组(90.67 ±1.53)分;总评成绩分别为:对照组(76.36 ±2.05)分,观察组(84.21 ± 1.66)分。组间比较差异均有统计学意义(P<0.01)。师生满意度测评结果比较显示,教师评价基本满意和满意对照组占89.09%,观察组占98.15%,学生评价基本满意和满意对照组占94.55%,观察组占98.15%;两组间差异有统计学意义(P<0.05,P<0.01);观察组教学效果调查问卷显示,90%以上的学生满意。结论基于微课的翻转课堂教学能促进学生对健康评估课程理论知识和实践技能的掌握。

Application of Flipped Classroom based on micro-lecture in practical teaching of health assessment for nursing undergraduates

Objective To explore the application effects of Flipped Classroom based on microlecture in the teaching practice of health assessment for nursing undergraduates. Methods Nursing undergraduates in the natural class of grade 2016 in Xi'an Creation College of Yan'an University was randomly selected as the control group. A total of 55 students, with an average age of (20.22 ± 1.13) years, were enrolled in the study. Another nat-ural class was chosen as the observation group, with a total of 54 students, with an average age of (20.37 ± 1.21) years. Results At the end of the course, the students of the two groups received the course exami nation. The training scores of the control group were (80.13 ± 1.73) and the observation group (90.67 ± 1.53), while total score was (76.36 ± 2.05) and (84.21 ± 1.66) respectively. There were significant differ-ences in the training results and the total score between the two groups (P< 0.01). Comparing the results of teacher-student satisfaction test, 89.09% of the teachers were satisfied, 98.15% of the observation group while 94.55% of the students were satisfied, and 98.15% of the observation group. There was significant difference between the two groups (P<0.05, P