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

doi:10.3761/j.issn.1672-9234.2021.03.007

Abstract

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

ZHANG Xia,HUANG Di,CHEN Fang,GOU Xian-juan,JIANG Zhi-xia. The blended teaching practice based on maker education 2.0 in trauma rescue for nursing undergraduates[J].Chinese Journal of Nursing Education, 2021, 18(3): 227-231.

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

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