基于任务驱动的翻转课堂在本科老年护理学教学中的应用

doi:10.3761/j.issn.1672-9234.2024.04.002

摘要/Abstract

摘要：

目的探讨基于任务驱动的翻转课堂教学方法在老年护理学中的教学效果。方法将2017级护理本科生（n=46）作为对照组，采用传统翻转课堂教学方法；将2019级护理本科生（n=50）作为试验组，采用基于任务驱动的翻转课堂教学方法。采用课程考核成绩、老年人态度量表、老年护理能力自评问卷和教学方法认可度评价问卷评价教学效果，并选取试验组学生进行学习体验的访谈。结果试验组考核成绩优秀率（96%）高于对照组（83%），差异有统计学意义（P=0.002）。试验组教学后对老年人态度总分（142.26±14.21）高于教学前（138.42±15.32），老年护理能力自评得分（78.43±12.28）高于教学前（66.82±12.60），差异均有统计学意义（P<0.05）。学生对教学方法认可度评价问卷各条目评分均在4分（基本同意）以上。访谈结果表明学生学习体验良好。结论在老年护理学教学中采用基于任务驱动的翻转课堂教学能有效改善学生对老年人的态度，提高其老年护理能力，获得学生认可，使其获得积极学习体验。

关键词: 老年护理学, 任务驱动, 翻转课堂, 教学效果

Abstract:

Objective To explore the teaching effect of task-driven diversified flipped classroom teaching method in Geriatric Nursing. Methods The students of grade 2017（n=46） were selected as the control group，and the traditional flipped classroom teaching method was adopted. The students of grade 2019（n=50） were selected as the experimental group，and task-driven diversified flipped classroom teaching method was adopted. The teaching effect was evaluated by course assessment scores，Kogan’s Attitude toward Old People scale（KAOP），Self-evaluation of Competencies to Provide Geriatric Care（SCG）. And evaluation questionnaire of recognition of the teaching method were used to investigate，and students in the experimental group were selected for qualitative interview. Results At the end of the course，the proportion of excellent grades in the experimental group was higher than that in the control group（96% vs. 83%）. The total score of students’ attitude towards the elderly in the experimental group was higher than that in the control group（142.26±14.21 vs. 138.42±15.32），and the self-evaluation score of geriatric nursing ability was higher than that in the control group（78.43±12.28 vs. 66.82±12.60），all the differences were statistically significant（P<0.05）. The scores of each entry of the evaluation questionnaire of recognition of the teaching method by the nursing students were all above 4（basicly agree）. The results of the interviews indicated that the nursing students had good learning experience. Conclusion The task-driven diversified flipped classroom teaching method in Geriatric Nursing can effectively improve nursing students’ attitudes toward the older people，and enhance their geriatric nursing competence，which is approved by nursing students and enables them to have a positive learning experience.

Key words: Geriatric Nursing, Task-driven, Flipped classroom, Teaching effect

李安安, 侯云英, 李惠玲, 汪小华, 邬青, 钱红英, 吴茵, 王丽, 龚兵艳. 基于任务驱动的翻转课堂在本科老年护理学教学中的应用[J]. 中华护理教育, 2024, 21(4): 397-403.

LI Anan, HOU Yunying, LI Huiling, WANG Xiaohua, WU Qing, QIAN Hongying, WU Yin, WANG Li, GONG Bingyan. The teaching effect of task-driven diversified flipped classroom in Geriatric Nursing[J]. Chinese Journal of Nursing Education, 2024, 21(4): 397-403.

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