内科护理学线上一流课程资源建设及应用

doi:10.3761/j.issn.1672-9234.2022.04.003

摘要/Abstract

摘要：

目的探讨本科内科护理学线上一流课程资源建设方法及在教学中的应用效果。方法以湖南省线上一流课程内科护理学立项为契机,从建设目标、师资队伍、框架设计、内容遴选和微视频设计5个方面进行了课程资源建设。以南华大学船山学院2018级88名护理本科生为研究对象,基于线上内科护理学课程开展混合式教学,采用学习成绩、学生参与度和教学满意度评价其应用效果。结果内科护理学课程线上资源共有微视频116个,总时长1 122 min,涵盖9个章节;测验和作业的习题总数2 315道,考试题库总数1 346道,课外学习资料中,非视频资源（课件、教案、电子版教材、知识拓展等）411个。学生过程成绩为（88.28±7.42）分、期末成绩为（76.42±10.82）分,课程总评成绩为（82.44±8.84）分。任务点完成率、课程视频进度、章节测验进度均为100%,视频观看时长468~785（626.10±60.07）min,章节学习次数为111~535（253.91±98.92）次,学生在线参与讨论次数为15~91（51.49±12.42）次。学生对教学资源、教学平台、教学方式满意度分别为90.9%（80/88）、94.3%（83/88）和95.5%（84/88）。结论内科护理学线上一流课程资源丰富,基于线上课程的混合式教学应用良好。教师应该不断学习和应用教育新技术,着力建设有特色的线上一流课程和高效应用线上一流课程,充分发挥线上线下混合教学的优势,实现信息化环境下的教学创新。

关键词: 教育,护理, 教学方法, 混合式教学, 内科护理学

Abstract:

Objective To explore the method of constructing an online first-class curriculum platform of Medical Nursing and to know the effects of these resources on teaching. Methods Taking the opportunity of funding support on first-class online course construction of Medical Nursing in Hunan Province,the development of curriculum resources was carried out from five aspects：objectives,faculty,framework design,contents selection and micro-video design. Blended teaching was carried out among nursing undergraduates in grade 2018 from Chuanshan College of University of South China. The application effects were evaluated by students’ academic performance,participation rate,and their satisfaction level. Results There were a total of 116 micro-videos with a total length of 1,122 minutes,covering 9 systems,2,315 exams and homework questions,and 1,346 exam questions. There were 411 non-video resources（courseware,teaching plans,electronic textbooks,knowledge development,etc.）. The student’ s process score was（88.28±7.42）,the final score was（76.42±10.82）,and the overall course evaluation score was（82.44±8.84）. Task completion rate,course video progress,and the chapter test progress were all 100%. The video viewing time was 468~785（626.10±60.07） min,chapter learning times were 111~535（253.91±98.92）,and the number of students participating in online discussions was 15~91（51.49±12.42） times. The satisfaction rates of students with teaching resources,teaching platform,and teaching mode were 90.9%（80/88）,94.3%（83/88）,and 95.5%（84/88） respectively. Conclusion The first-class online course of Medical Nursing is rich in resources,and the blended teaching based on the online course is applied well. Teachers should continue to learn and apply new educational technologies,and work hard on the construction and efficient application of distinctive online first-class courses. Besides,the advantages of online and offline blended teaching should be taken to achieve the teaching innovation in such an informational enviroment.

Key words: Education,Nursing, Teaching Methods, Blended teaching, Medicine nursing

李健芝, 胡丽, 伍春, 万艳平, 郭佳玉. 内科护理学线上一流课程资源建设及应用[J]. 中华护理教育, 2022, 19(4): 303-308.

LI Jian-zhi, HU Li, WU Chun, WAN Yan-ping, GUO Jia-yu. Construction and application of the online first-class curriculum resources in Medical Nursing[J]. Chinese Journal of Nursing Education, 2022, 19(4): 303-308.

参考文献 13

[1]	陈宝生. 在新时代全国高等学校本科教育工作会议上的讲话[J]. 中国高等教育, 2018(15):4-10.
	Chen BS. Speech at the National Undergraduate Education Working Conference of Higher Education Institutions in the new era[J]. Chin High Educ, 2018(15):4-10.
[2]	教育部. 关于一流本科课程建设的实施意见[EB/OL]. (2019-10-24)[2021-05-21]. http://www.gov.cn/gongbao/content/2020/content_5480494.htm.
[3]	郭小燕, 赵文婷, 史宏睿, 等. 基于尔雅平台的混合式教学在基础护理学理论教学中的应用研究[J]. 中国高等医学教育, 2019(11):123-124.
	Guo XY, Zhao WT, Shi HR, et al. Application research of blended teaching based on Erya platform in theory teaching of Basic Nursing[J]. Chin High Med Educ, 2019(11):123-124.
[4]	汤晓蒙, 何昕, 杨婕. 有关“金课”概念的省思[J]. 高教探索, 2020(10):67-72,87.
	Tang XM, He X, Yang J. Reflection on the concept of “Golden Lesson”[J]. High Educ Explor, 2020(10):67-72,87.
[5]	Berga KA, Vadnais E, Nelson J, et al. Blended learning versus face-to-face learning in an undergraduate nursing health assessment course:a quasi-experimental study[J]. Nurse Educ Today, 2021,96:104622.
[6]	Ilic D, Hart W, Fiddes P, et al. Adopting a blended learning approach to teaching evidence based medicine:a mixed methods study[J]. BMC Med Educ, 2013,13:169.
[7]	廖丽平. 基于智慧教学平台的混合式教学在高职《内科护理学》的应用研究[D]. 南昌:南昌大学, 2020.
	Liao LP. Research progress of blended teaching based on intelligent teaching platform[D]. Nanchang:Nanchang University, 2020.
[8]	余珍珍. SPOC模式下《内科护理学》在线课程的构建及实践[D]. 福州:福建医科大学, 2019.
	Yu ZZ. Research on the construction and practice of online course in medical nursing curriculum based on SPOC[D]. Fuzhou:Fujian Medical University, 2019.
[9]	尤黎明, 吴瑛. 内科护理学[M]. 6版. 北京: 人民卫生出版社, 2017.
	You LM, Wu Y. Internal medicine nursing[M]. 6th ed. Beijing: People’ s Medical Publishing House, 2017.
[10]	张红伟, 蒋明霞, 兰利琼. 一流课程建设的要义:思想性与学术性[J]. 中国大学教学, 2020(12):36-41.
	Zhang HW, Jiang MX, Lan LQ. The essentials of first-class curriculum construction：ideological and academic[J]. Chinese University Teaching, 2020(12):36-41.
[11]	Owston R. Blended learning in large enrolment courses：student perceptions across four different instructional models[EB/OL]. (2018-04-13)[2021-05-23]. http://www.yorku.ca/rowston/AERA2018.pdf.
[12]	Smith K, Hill J. Defining the nature of blended learning through its depiction in current research[J]. High Educ Res Dev, 2019,38(2):383-397.
[13]	Owston R, York DN. The nagging question when designing blended courses:does the proportion of time devoted to online activities matter?[J]. The Internet and Higher Education, 2018,36:22-32.

[1]	李艳,王金娜,徐兰兰,肖娟,曹琼雅. 基础护理学国家级线上线下混合式一流课程的教学设计与实践[J]. 中华护理教育, 2022, 19(7): 587-591.
[2]	庄嘉元,张妍燕,王珠珠,申玲. 两种分组方法在以团队为基础学习法中的教学效果比较[J]. 中华护理教育, 2022, 19(7): 615-620.
[3]	张帆, 戴美玲, 王楚. 基于思维导图的翻转课堂在高职妇产科护理教学中的应用[J]. 中华护理教育, 2022, 19(6): 527-530.
[4]	胡慧维,何朝珠,胡夏菊,李鸿艳. 翻转课堂和传统课堂教学中师生交互行为特点研究[J]. 中华护理教育, 2022, 19(5): 389-393.
[5]	孔祥麟,陈丹,伍雅琴,胡素文,王敏,陈晓萱. 混合式教学在妇产科护理学课程中的应用[J]. 中华护理教育, 2022, 19(5): 420-425.
[6]	冯凯娜,钟清玲,刘萌,易智华,毕瑞雪,李玲艳,范波. 线上线下混合式教学在灾害护理学选修课程中的应用[J]. 中华护理教育, 2022, 19(4): 309-313.
[7]	颜媛媛,赵赛郦,王颖,赵娟. 模块化教学在胃肠外科护理临床教学中的应用[J]. 中华护理教育, 2022, 19(3): 262-266.
[8]	李津, 张婧珺, 杨磊, 李小妹. 护理学导论线上线下混合式 “金课”建设[J]. 中华护理教育, 2021, 18(9): 773-776.
[9]	董胜雯,张丽丽,于雅文,胡立志. 混合式教学与全程线上教学在助产学课程中应用效果比较[J]. 中华护理教育, 2021, 18(8): 706-709.
[10]	高星,章雅青,王琳,曹卫洁,张思琪,王丹心,王涛. 基于小规模限制性在线课程的翻转课堂在护理管理学教学中的应用[J]. 中华护理教育, 2021, 18(7): 613-617.
[11]	豆欣蔓,裴菊红,张玉芳,高祝英,王兴蕾. 虚拟现实技术在护理教学中应用效果的Meta分析[J]. 中华护理教育, 2021, 18(7): 618-622.
[12]	丁亚萍, 崔焱. 国家级一流本科护理学专业建设——以南京医科大学为例[J]. 中华护理教育, 2021, 18(5): 407-411.
[13]	李银银,方进博,李旻露,孟庆童. 与临床工作相结合的护理管理学教学改革[J]. 中华护理教育, 2021, 18(4): 335-337.
[14]	张霞,黄迪,陈芳,苟贤娟,江智霞. 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[J]. 中华护理教育, 2021, 18(3): 227-231.
[15]	王蓉, 易利娜, 伍媚春, 蔡恒玲, 刘春桃, 段功香. 护理学基础理论课混合式“金课”的建设[J]. 中华护理教育, 2021, 18(1): 25-29.