基于创客教育2.0的护理本科生创伤现场救护混合式教学实践

目的分析基于创客教育2.0的混合式教学在护理本科生创伤现场救护教学中的实践效果。方法纳入2016级72名护理本科生作为研究对象,用随机数字表法分为试验组(n=36)与对照组(n=36),在急危重症护理学课程创伤现场救护4个学时的教学中,试验组采用基于创客教育2.0的混合式教学,对照组采用传统教学,教学后比较两组创伤现场救护理论与技能成绩,比较试验组教学前后创造力倾向评分。结果教学后,试验组创伤现场救护理论成绩高于对照组(90.46±6.76,78.58±7.83,t=6.890,P<0.001),试验组创伤现场救护技能成绩与对照组成绩差异无统计学意义(74.47±3.29,76.21±4.89,t=1.771,P=0.082);试验组教学后创造力倾向评分高于教学前(106.73±12.30,120.70±8.40,t=7.472,P<0.001)。结论基于创客教育2.0的混合式教学有利于提升护理本科生创伤现场救护的教学效果与学生的创新能力。

The blended teaching practice based on maker education 2.0 in trauma rescue for nursing undergraduates

Objective To analyze the practice effects of blended teaching practice based on maker education 2.0 in trauma rescue for nursing undergraduate.Methods A total of 72 nursing undergraduates of grade 2016 were enrolled and were divided into the experimental group(n=36)and the control group(n=36)according to a random number table.Students in the experimental group received the blended teaching model based on maker education2.0 while students in the control group received the traditional teaching.The results of the theoretical and skill examination between both groups were compared,the creativity tendency scores of the experimental group before and after the intervention were compared.Results The score of theoretical examination of students in the experimental group was higher than that in the control group(90.46±6.76 vs 78.58±7.83,t=6.890,P<0.001)while there was no significance difference on the score of skill performance between both groups(74.47±3.29 vs76.21±4.89,t=1.771,P=0.082).Scores of creativity tendency after intervention were higher than those before intervention(106.73±12.30 vs 120.70±8.40,t=7.472,P<0.001)for the students in the experimental group.Conclusion The blended teaching based on maker education 2.0 is beneficial to improve the teaching effects and to enhance students’innovative abilities in trauma rescue.