Abstract:

Objective To explore the effects of the blended teaching in Obstetrics and Gynecology Nursing. Methods From September to December 2020,two classes of nursing students in a medical college in Hunan province were assigned to the control group（38 students） and the experimental group（38 students）. Students in the control group received multimedia teaching including face-to-face classroom teaching and online teaching supplemented. Students in the experimental group received blended teaching,including systematic thinking,question-orientated guide,key points,classical cases,practices,and knowledge expansion. At the end of the course,students in the two groups were assessed by examination and skill assessment. Besides,the course evaluation scale and Critical Thinking Disposition Inventory-Chinese Version were used. Results At the end of the semester,the examination score（82.05±4.19） and skills assessment（90.05±2.05） of students in the experimental group were higher than those in the control group（79.37±4.76 and 88.82±2.17,respectively）（all P<0.05）. The curriculum evaluation score of students in the experimental group（108.97±7.49） was higher than that in the control group（104.39±6.96）（P<0.05）. The scores of critical thinking in the experimental group were better than those in the control group with regard to truth seeking,analytical ability,systematization ability and desire for knowledge and the total score of critical thinking（P<0.05）. Conclusion The blended teaching can improve the teaching quality of Obstetrics and Gynecology Nursing,and also improve students’ knowledge and critical thinking. It is well accepted by students.

Key words: Education,Nursing, Blended teaching, Critical thinking, Obstetrics and gynecology nursing