ISSN 2097-6054（网络） ISSN 1672-9234（印刷） CN 11-5289/R
主管：中国科学技术协会　主办：中华护理学会
出版：中华护理杂志社
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中华护理教育

中华护理教育 >

2021 , Vol. 18 >Issue 3: 227 - 231

DOI: https://doi.org/10.3761/j.issn.1672-9234.2021.03.007

院校教育

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

  • 张霞 ,
  • 黄迪 ,
  • 陈芳 ,
  • 苟贤娟 ,
  • 江智霞
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  • 563000 遵义市 遵义医科大学附属医院（张霞,黄迪,陈芳,苟贤娟）;550025 贵阳市 贵州护理职业技术学院（江智霞）
张霞：女,硕士,主管护师,E-mail： zhangxia1830@126.com

收稿日期: 2020-04-08

  网络出版日期: 2021-03-25

基金资助

中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2018年医学教育研究一般项目(2018B-N18043);贵州省省级重点学科护理学(黔学位合字ZDXK[2016]10号)

收起

The blended teaching practice based on maker education 2.0 in trauma rescue for nursing undergraduates

  • Xia ZHANG ,
  • Di HUANG ,
  • Fang CHEN ,
  • Xian-juan GOU ,
  • Zhi-xia JIANG
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Received date: 2020-04-08

  Online published: 2021-03-25

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摘要

目的 分析基于创客教育2.0的混合式教学在护理本科生创伤现场救护教学中的实践效果。方法 纳入2016级72名护理本科生作为研究对象,用随机数字表法分为试验组（n=36）与对照组（n=36）,在急危重症护理学课程创伤现场救护4个学时的教学中,试验组采用基于创客教育2.0的混合式教学,对照组采用传统教学,教学后比较两组创伤现场救护理论与技能成绩,比较试验组教学前后创造力倾向评分。结果 教学后,试验组创伤现场救护理论成绩高于对照组（90.46±6.76,78.58±7.83,t=6.890,P<0.001）,试验组创伤现场救护技能成绩与对照组成绩差异无统计学意义（74.47±3.29,76.21±4.89,t=1.771,P=0.082）;试验组教学后创造力倾向评分高于教学前（106.73±12.30,120.70±8.40,t=7.472,P<0.001）。 结论 基于创客教育2.0的混合式教学有利于提升护理本科生创伤现场救护的教学效果与学生的创新能力。

关键词： 教育,护理; 创伤和损伤; 创客教育; 混合式教学

本文引用格式

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 . DOI: 10.3761/j.issn.1672-9234.2021.03.007

Abstract

Objective To analyze the practice effects of blended teaching practice based on maker education 2.0 in trauma rescue for nursing undergraduate. Methods A total of 72 nursing undergraduates of grade 2016 were enrolled and were divided into the experimental group（n=36） and the control group（n=36） according to a random number table. Students in the experimental group received the blended teaching model based on maker education 2.0 while students in the control group received the traditional teaching. The results of the theoretical and skill examination between both groups were compared,the creativity tendency scores of the experimental group before and after the intervention were compared. Results The score of theoretical examination of students in the experimental group was higher than that in the control group（90.46±6.76 vs 78.58±7.83,t=6.890,P<0.001）while there was no significance difference on the score of skill performance between both groups（74.47±3.29 vs 76.21±4.89,t=1.771,P=0.082）. Scores of creativity tendency after intervention were higher than those before intervention（106.73±12.30 vs 120.70±8.40,t=7.472,P<0.001） for the students in the experimental group. Conclusion The blended teaching based on maker education 2.0 is beneficial to improve the teaching effects and to enhance students’ innovative abilities in trauma rescue.

Key words： Education,Nursing; Wounds and Injures; Maker education; Blended teaching

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