目的 了解护理本科生对临床护理学课程混合式教学的感受与期望,为提升混合式教学质量提供参考。方法 对12名护理本科生进行半结构访谈,采用内容分析法进行访谈资料分析。结果 研究共形成6个类别,混合式教学总体感受为“利于主动学习和知识内化,学习负担与动力同在”,混合式教学总体期望为“倾向部分混合式教学,把控混合式教学总量”;线上学习感受为“订单式线上学习,时空自由与学习倦怠并存”,线上学习期望为“个性化优化资源配置,获得自主学习能力培养”;线下学习体验为“快餐式线下教学活动,收获感与饥饿感同在”,线下学习期望为“教师多策略参与基础知识夯实,优化高阶思维融合,形成积极讨论课堂”。每个类别下呈现若干主题和亚主题,共18个主题,40个亚主题。结论 教学管理者应把控混合式教学总量。教师需依据教学设计个性化配制学习资源,在灵活设计自主学习要求基础上重视学生自主学习能力的培养,在巧妙参与基础知识夯实的基础上优化课堂高阶思维融合,促进积极讨论课堂形成,持续提升临床护理学混合式教学的效果。

Objective To understand the experience and expectation of the undergraduate nursing students on the blended teaching of clinical nursing course,and to provide references for improving the quality of blended teaching. Methods Semi-structured interviews were conducted among 12 undergraduate nursing students. The data were analyzed by qualitative content analysis. Results Six categories were extracted. The overall feeling of blended teaching was “conducive to active learning and knowledge internalization,with the same learning burden and motivation”. The overall expectation of blended teaching was that partial blended teaching was much better than complete blended teaching in clinical nursing course. The total amount of blended teaching in the overall curriculum should be controlled. The order-based online learning brought not only free learning time and space,but also learning burnout. Students expected to optimize the online learning resources and to develop self-directed learning ability. The students thought that the offline teaching activities brought both a sense of harvest and hunger like eating fast-food. They hoped that teachers could participate in knowledge consolidation through multiple strategies,pay attention to the integration of higher-order thinking,and promote the formation of active discussion in the classroom. Several themes and sub-themes were presented under each category,with a total of 18 themes and 40 sub-themes. Conclusion Teaching administrators should control the total amount of blended learning. Teachers should carefully allocate learning resources according to teaching design,pay attention to the cultivation of students’ autonomous learning ability based on flexible design of autonomous learning requirements. Teachers should also pay attention to the integration of higher-order thinking and formation of positive discussions in class on the base of the consolidation of basic knowledge.