系列化微课程联合案例教学法在外科护理临床见习教学中的应用

目的:分析《外科护理学》系列化微课程联合案例教学法在外科护理临床见习教学中的应用效果.方法:采用便利抽样方法,选取某临床医学院2016级、2017级护理高职护生为研究对象,分别作为对照组(30人)和干预组(30人).在外科护理学临床见习期间,对照组采用案例教学方式,干预组采用系列化微课程联合案例教学法的模式,干预后对两组见习护生的自我导向学习能力、见习成绩、期末理论考试成绩以及护生对联合模式的态度进行测评.结果:干预组护生自我导向学习能力评估总分(206.37±13.59)分及各维度得分(不含人际关系技能)均高于对照组的自我导向学习能力评估总分(194.14± 12.34)分及各维度得分(P<0.05);干预组的见习成绩(94.97± 1.75)分高于对照组(93.93±1.39)分,且前者的期末理论考试成绩为(90.73±4.45)分,高于后者的期末成绩(86.00±4.99)分,差异有统计学意义(P<0.05);干预组护生对《外科护理学》系列化微课程联合案例教学法的模式呈现积极认可的态度.结论:《外科护理学》系列化微课程联合案例教学法有助于促进高职护生外科护理学的临床见习效果,能够提高高职护生的自我导向学习能力及学习兴趣,可进一步推广应用.

Application of micro curriculum combined with CBL in surgical nursing clinical probation of vocational nursing students

Objective: To analyze the application effect of The Surgical Nursing micro-curriculum combined with Case-Based Learning(CBL) in clinical nursing probation of vocational nursing students. Methods: By a convenient sampling method, the grade 2016 and 2017 nursing students of a medical school were selected as the study subjects, and divided into the control group(n=30) and the intervention group(n=30). During the clinical practice, the control group adopted the CBL mode, while the intervention group adopted micro-curriculum combined with CBL. After the intervention, the self-directed learning ability, the probationary results, the final theoretical test scores and the students’ attitude with the teaching model of two groups were assessed. Results: The total scores of SRSSDL scale(206.37±13.59) and the score of each dimension(excluding interpersonal skills) in the intervention group were higher than those(194.14±12.34) of the control group. The probationary result of the intervention group(94.97±1.75) was higher than that of the control group(93.93±1.39), and the final theoretical test score of the intervention group was(90.73±4.45) higher than the control group(86.00±4.99). The difference between the two groups was statistically significant(P<0.05). The intervention group showed positive attitude towards The Surgical Nursing micro-curriculum combined with CBL. Conclusion: The Surgical Nursing micro-curriculum combined with CBL can improve the surgical nursing clinical practice effect of vocational nursing students. It improved the self-directed learning ability and learning interest of vocational nursing students, and can be further generlized.