混合式教学在护理学基础课程中的应用

doi:10.3761/j.issn.1672-9234.2019.04.003

摘要/Abstract

摘要：

目的探讨混合式教学在护理学基础课程中的应用效果。方法选取2017级105名护理本科生为研究对象,以护理学基础课程中部分章节内容开展混合式教学。在课前、课后将预习和复习课件等相关学习资料发布到在线学习平台,引导学生自学并参与在线讨论。课堂教学环节着重讲解重难点并组织学生开展小组讨论、汇报,采用学生参与在线学习的情况、课堂表现、期末理论考核成绩和学生对课程的评价对教学效果进行评价。结果学生在线学习参与度较高,课堂表现得分为（83.17±6.92）分,期末理论考核成绩为（73.77±7.61）分,学生对混合式教学总体认可程度为98.0%。结论混合式教学能够提高学生的综合能力与学习效果,提高其对护理学基础课程的学习兴趣与参与度。

关键词: 计算机辅助教学, 混合式教学, 护理学基础

Abstract:

Objective To explore the effects of blended teaching applied in the course of Fundamentals of Nursing.Methods Part of chapters in Fundamentals of Nursing was selected for blended teaching and 105 nursing students took part in the study. The preview and review materials designed by teachers were sent to the students through online platform. Students were guided to self-learn and discuss online. During the classroom teaching,the key and difficult points were explained in detail by teachers. Discussions and presentations were also conducted during the classroom time. Outcomes included students’; participation of the course,academic performance in the class,examination results and their evaluation of the new teaching method.Results The nursing students were highly involved in the course learning. The average of classroom academic performance was 83.17±6.92 and the average examination result of all the students was 73.77±7.61. There were 98.1% students having high degree of recognition and satisfaction of the blended teaching.Conclusion Blended learning is beneficial to cultivate nursing students’; comprehensive ability,and could effectively increase the students learning effects and their participation and interest in Fundamentals of Nursing.

Key words: Computer-Assisted Instruction, Blended teaching, Fundamentals of Nursing

杨惠敏,马丽丽,陈志兰,王朝娟,李春香,崔梦园. 混合式教学在护理学基础课程中的应用[J]. 中华护理教育, 2019, 16(4): 254-257.

YANG Hui-min,MA Li-li,CHEN Zhi-lan,WANG Chao-juan,LI Chun-xiang,CUI Meng-yuan. The effects of blended teaching applied in the Fundamentals of Nursing[J]. Chinese Journal of Nursing Education, 2019, 16(4): 254-257.

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