基于慕课的项目式学习对高职护生学习能力影响的研究

目的探讨基于《儿科护理学》慕课的项目式学习对高职护生学习能力发展的影响。方法对188名高职二年级护生以整群抽样随机分为两组,一组作为试验组,采取项目式学习方法,一组作为对照组,采取传统学习方法。于课程前、后分别发放《护理专业大学生自主学习能力量表》进行调查,分析比较两组学生自主学习能力得分,期末的笔试、技能分数,以及《儿科护理学》慕课的完成率。结果课程开始前,试验组的自主学习能力平均为(7.69±2.05)分,对照组(7.97±2.23)分,无统计学差异(P> 0.05);课程结束后,试验组的自主学习能力平均为(9.37±1.90)分,高于干预前(P <0.01),亦高于对照组的(7.99±2.16)分(P <0.01)。试验组学生的笔试、技能成绩,慕课完成率均高于对照组(P <0.01)。结论基于慕课的项目式学习对护生的学习能力发展具有促进作用。

Research on the Influence of Project-based Learning Upon MOOCs on the Learning Ability of Nursing Students in Higher Vocational Colleges

Objective To explore the impact of project-based learning on the learning ability development of nursing students in higher vocational colleges. Methods A total of 188 nursing students in the second year of higher vocational education were randomly divided into two groups by cluster sampling. One group as experimental group, adopted project-based learning method;the other group as control group, and adopted traditional learning method. The scale of independent learning ability of nursing college students was tested before and after the course for investigating the scores of independent learning ability of the two groups of students, the paper test scores at the end of the term, the skill test scores, and the completion rate of MOOCs of pediatric nursing were analyzed and compared. Results Before the start of the course, the average score of independent learning ability of the experimental group was(7.69±2.05), while that of the control group was(7.97±2.23), with no statistical difference(P > 0.05). After the end of the course, the average score of independent learning ability of the experimental group was(9.37±1.90), higher than that before the intervention(P < 0.01), and than that of the control group(7.99±2.16)(P < 0.01). The paper test scores, skill scores and MOOCs completion rate of the experimental group were higher than those of the control group(P < 0.01). Conclusion Project-based learning upon MOOCs could promote the learning ability development of nursing students.