翻转课堂联合PBL在儿科护理实习教学中的应用探索18047953610 E-mail：24001281@qq.com 杨梅1,胡高杰*2,刘国强1,董晓华1

目的 探讨翻转课堂联合PBL(problem based learning)的多元教学方案在儿科护理实习教学中应用价值。方法 将在我院儿科参加轮转实习的护生70名纳入研究,入选护生按贯序法分为两组,实验组(n=35名)加强轮转教学模式优化,将实习教学纳入翻转课堂与PBL相结合的授课模式中,对照组(n=35名)仍以常规教学手段完成轮转实习,采用自制评估问卷对两组护生专科护理知信行(KAP)情况进行观察,采用中文版学习投入量表对两组护生学习投入情况进行比较,同时比较两组护生的教学满意率。结果 实验组护生在专科护理知信行KAP三项维度得分方面优势明显(P<0.01或P<0.05),学习投入评估显示,实验组学习投入量表总分及活力、专注两个维度得分高于对照组(P<0.05)；实验组护生对应本组的教学满意率为82.86%(29/35),对照组护生对本组的教学满意率为60.00%(21/35),组间差异有统计学意义(P<0.05)。结论 在儿科护理实习教学中建构翻转课堂联合PBL的多元教学,有助于护生专科护理知信行与学习投入能力的更好发展,对儿科护理人才培养目标的实现有重要价值。

Application of Flipped Classroom combined with PBL in Pediatric Nursing Practice Teaching

Summary]: Objective To explore the application value of multiple teaching programs of flipped classroom combined with PBL in pediatric nursing practice teaching. Methods Seventy nursing students were divided into two groups according to the sequential method, the experimental group (n = 35) strengthened the optimization of rotation teaching mode, and the practice teaching was integrated into the teaching mode of flipped classroom combined with PBL, while the control group (n = 35) still completed the rotation practice by conventional teaching methods. A self-designed questionnaire was used to evaluate the nursing knowledge, attitude and practice (KAP) of two groups,The Chinese version of the learning engagement scale was used to compare the learning engagement of the two groups of nursing students, and the teaching satisfaction rate of the two groups of nursing students was compared. Results The scores of three dimensions of KAP in the experimental group were significantly higher than those in the control group ( P < 0.05). The total score of learning engagement scale and the scores of vitality and concentration in the experimental group were higher than those in the control group (P < 0.05); The satisfaction rate of the experimental group was 82. 86% (29/35), and the control group was 60. 00% (21/35).The difference between the two groups was statistically significant (P < 0.05). Conclusion Flipped classroom combined with PBL teaching in pediatric nursing practice teaching is helpful for the better development of nursing students'' professional nursing knowledge, attitude and practice and learning engagement ability, and has important value for the realization of the goal of pediatric nursing personnel training.