基于雨课堂的护理教育学课程教学改革实践效果分析

目的 探讨基于雨课堂的混合式教学在护理教育学课程教学中的应用效果。方法 将2019年开课的护理本科教学班设为观察组（n=20），采用课堂教学与雨课堂平台线上学习相结合的混合式教学；将2018年同期开课、学生数量相同、实施传统课堂教学模式的教学班设为对照组（n=20）。应用SPSS 22.0进行统计学处理，采用独立样本t检验对两个班次学生的研讨课、模拟授课和课终理论考核成绩及对课程教学效果的评价进行分析。结果 两组学生的模拟授课成绩比较差异无统计学意义（t=0.21，P=0.834），观察组学生的研讨课成绩91.18±1.20]（t=3.09，P<0.05）和课终理论考试成绩78.63±6.28]（t=3.33，P<0.05）高于对照组，且信息检索和处理能力（t=-3.33，P<0.05）、发现问题能力（t=-2.17，P<0.05）、独立思考能力（t=-2.53，P<0.05）、知识整合能力（t=-3.86，P<0.001）、自主学习能力（t=-3.12，P<0.05）及对护理教师角色功能的认同感（t=-2.53，P<0.05）、主动学习的意识（t=-3.13，P<0.05）和终身学习的态度（t=-4.46，P<0.001）得分高于对照组。结论 基于雨课堂的混合式教学有利于学生探究学习能力的培养和对理论知识的深度学习，促进课程教学目标的有效达成。

Analysis of practice effect of teaching reform in the course of nursing education based on Rain Classroom

Objective To investigate the application effect of blended teaching mode based on Rain Classroom in the course of nursing education.Methods The nursing teaching class in 2019 was set as the observation group (n=20), which adopted blended teaching mode combining classroom teaching and online learning of Rain Classroom platform. The teaching class with the same number of students in the same period in 2018 was set as the control group (n=20), which implemented the traditional classroom teaching mode. SPSS 22.0 was used for statistical processing, and independent-samples t-test was used to analyze the results of seminar, simulated teaching and final theoretical examination of the two classes of students and the evaluation of the teaching effect of the course.Results There was no significant difference between the two groups in the results of simulated teaching (t=0.21, P = 0.834). The scores of seminar (91.18±1.20), t=3.09, P<0.05] and final theoretical examination (78.63±6.28), t=3.33, P<0.05] in the observation group were significantly higher than those in the control group. The scores of information retrieval and processing ability (t=-3.33, P < 0.05), problem finding ability (t=-2.17, P < 0.05), independent thinking ability (t=-2.53, P < 0.05), knowledge integration ability (t=-3.86, P < 0.001), self-learning ability (t=-3.12, P<0.05), the sense of identity to the role of nursing teachers (t=-2.53, P < 0.05), the awareness of active learning (t=-3.13, P < 0.05) and the attitude of lifelong learning (t=-4.46, P < 0.001) in the experimental group were higher than those in the control group.Conclusion The blended teaching based on Rain Classroom is conducive to the cultivation of students'' inquiry learning ability and deep learning of theoretical knowledge, and promotes the effective achievement of curriculum teaching objectives.