护理学创客教育2.0双螺旋教育模型的构建及应用

目的 通过构建护理学创客教育2.0双螺旋教育模型,并在护理本科生教学中运用该模型,验证其教学效果,为提升护理本科生创新能力提供参考依据。方法 根据文献分析结果,采用探索性研究法构建护理学创客教育2.0双螺旋教育模型,并以“3D打印+护理”课程为案例,运用该模型,对护理本科生课程前后进行创新能力测试。结果 （1）冒险性、挑战性、想象性中不同年级对应的维度均分值前后比较差异有统计学意义（P<0.05）;（2）不同年级学生好奇性维度均分值前后比较差异无统计学意义（P>0.05）;（3）护理本科生总体创新能力前后比较差异具有统计学意义（P<0.05）;（4）挑战性中不同年级的均分值两两相比差异有统计学意义（P<0.05）,不同年级均分值由高到低排列顺序为大二、大一、大三;（5）大一、大三学生想象性维度均分值与大二学生比较差异有统计学意义（P<0.05）。结论 构建护理学创客教育2.0双螺旋教育模型,并能够一定程度提升护理本科生的创新能力,可以为护理学创新教育的发展提供参考。

Construction,Application of Double-helical Education Model of “Creator Education2.0” in Nursing Science

Objective To construct a double-helical education model of “Creator Education 2.0” in Nursing Science and use this model to verify the teaching effect in nursing undergraduates. Methods As the results of literature analysis, The double-helical education model of “Creator Education 2.0” was established through exploratory research then this model was used in the course of “3D printing and nursing. ” Innovative ability of nursing undergraduates was tested. Results 1.The mean value of the dimension of adventurousness, challenging and imagination of students from different grades was statistically significant (P<0.05). 2.There was no significant difference in the scores of curious dimension between different grades (P>0.05); 3. The difference in the innovation ability of all nursing undergraduates was statistically significant (P<0.05). 4. The mean score of challenge of different grades was statistically significant (P<0.05) and it was the highest in sophomore, followed by freshmen,and juniors. 5.The mean score of imagination of freshmen and juniors was statistically significant from that of sophomore (P<0.05). Conclusion The double-helix education model of “Creator Education 2.0” in Nursing Science is conducive to promoting the innovation ability of nursing undergraduates and provides reference for the development of nursing innovation education.