基于移动平台的“翻转课堂”教学模式应用于血液净化中心护生的效果

  目的  探讨移动平台为依托的“翻转课堂”教学模式对护生成绩、自主学习能力、学业自我效能感的影响。  方法  （1）选取2018年于血液净化中心实习护生为实验组，采用以移动平台为依托的“翻转课堂”教学模式；2017年于云南省某三甲医院实习的护生为对照组，采用传统带教模式。2组护生分别在实习结束后进行考核和自主学习能力、学业自我效能感的测评。  结果  2组护生理论考试、操作考试比较显示，实验组优于对照组（P < 0.01）；实验组护生自主学习能力4个维度测评，20个条目比较均优于对照组，差异具有统计学意义（P < 0.01）；2组护生学业自我效能感2个维度，22个条目比较显示均优于对照组，差异具有统计学意义（P < 0.01）。  结论  基于移动平台的“翻转课堂”教学模式应用于血液净化中心护生带教能更好的激发学生学习动机，提高自主学习能力、自我效能。依托移动平台助力护理教学质量的提升，弥补了教学医院带教模式单一的问题。

Effect of "Flipped Classroom" Teaching Mode Based on Mobile Platform Applied to Nursing Students in Blood Purification Center

  Objective  To explore the effect of mobile platform-based "flipped classroom" teaching mode on nursing students’ performance, autonomous learning ability and academic self-efficacy.  Methods  （1） Intern nursing students in the Blood Purification Center in 2018 were selected as the experimental group, in which the "flipped classroom" teaching mode based on the mobile platform was used. Nursing students who practiced in our department in 2017 were the control group, in which the traditional teaching mode was used. The nursing students’ autonomous learning ability and academic self-efficacy of the two groups were evaluated after the internship.   Results  The comparison of theory test and practice test showed that the experimental group have better performance than the control group （P < 0.01）. The autonomous learning ability in the experimental group was evaluated in four dimensions, and the 20 items were better than those in the control group, with statistical significance （P < 0.01）. The comparison of 22 items in the two groups showed that the two dimensions of academic self-efficacy of nursing students were better than the control group, and the difference was statistically significant （P < 0.01）.  Conclusion  The application of the "flipped classroom" teaching mode based on the mobile platform in the teaching of nursing students in blood purification center have better effect in promoting students’ learning motivation, improving their autonomous learning ability and self-efficacy. Utilizing the mobile platform helps improve the quality of nursing teaching and diversifies teaching mode in teaching hospitals.