视频作业在基础护理学课外练习中的应用

doi:10.3761/j.issn.1672-9234.2019.04.013

摘要/Abstract

摘要：

目的探讨视频作业在基础护理学课外练习中的应用方法及效果。方法便利选取2015级护理本科生为研究对象,将1班和2班设为试验组,3班和4班设为对照组。在基础护理学课外练习中,试验组68名学生采用统一练习、拍摄视频作业形式,对照组66名学生采用自主练习、书写实验报告形式。比较两组学生4项操作考核成绩,同时采用问卷调查法了解试验组学生对视频作业的评价。结果试验组4项操作考核成绩均优于对照组（P<0.05）,试验组学生中93.9%认为视频作业增加课外练习动力,97.0%认为提高了动手能力,91.9%认为提高了沟通交流能力,97.0%认为提高了小组合作能力,92.4%认为提高了练习效果。结论视频作业可成为提高护理专业学生护理操作水平和综合能力的有效方法。

关键词: 教育, 护理, 视频作业, 课外练习, 基础护理学

Abstract:

Objective To explore the methods and effects of video assignment in the extracurricular practice of fundamentals of nursing.Methods Students of grade 2015 in class 1 and 2 were assigned to the experimental group while students in class 3 and 4 were assigned to the control group. Students in the experimental group were required to practice and make video work. Students in the control group were asked to practice by themselves and submit written report. Skill examination scores between two groups were compared. Besides,students’ attitude towards video assignment was investigated with a self-designed questionnaire.Results The four skill examination scores in the experimental group were significantly higher than those in control group. In the experimental group,93.9% students considered video assignment increased their motivation of practices,97.0% students considered that the abilities of hands-on were improved,91.9% students agreed video assignment improve their group cooperation,97.0% considered that video assignment can improve their communication ability,and 92.4% students considered their nursing practice improved the practice effects.Conclusion Video assignment is an effective method to improve the nursing students’ skills and abilities.

Key words: Education,Nursing, Video assignment, Extracurricular practice, Fundamentals of Nursing

王花玲,刘炳炳,江虹,傅圆圆. 视频作业在基础护理学课外练习中的应用[J]. 中华护理教育, 2019, 16(4): 290-292.

WANG Hua-ling,LIU Bing-bing,JIANG Hong,FU Yuan-yuan. Video assignment applied in the extracurricular practice of Fundamentals of Nursing[J]. Chinese Journal of Nursing Education, 2019, 16(4): 290-292.

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