混合式教学在护理本科生临床沟通培训中的应用研究

doi:10.3761/j.issn.1672-9234.2019.05.002

Abstract

Abstract:

Objective To explore the effects of blended teaching on clinical communication ability of undergraduates in nursing. Methods A total of 70 undergraduate nursing students of Grade 2015 were selected and randomly divided into two groups with 35 students in the experimental group and 35 students in the control group. Students in the control group received 4-hour intensive teaching and clinical practice. Students in the experimental group received blended online teaching and offline practice. The clinical communication ability of two group was evaluated by “the Clinical Communication Competence Scale of Nursing Students” before and after the intervention. Results After the intervention,the total score of clinical communication ability of the nursing students and the score of each dimension in both groups were significantly higher than those before the intervention,which were significantly different（P<0.05）. Compared with the control group,the total score of clinical communication ability of the nursing students and the score of each dimension improved more greatly in the experimental group（P<0.05）. Conclusion Blended teaching is conducive to the integration of online and offline teaching,and can better improve the clinical communication ability of nursing students.

Key words: Students,Nursing, Clinical Competence, Blended teaching, Clinical communication ability

Shu-mei ZHUANG,Chen CHEN,Yun-duo PANG,Jun XUE,Wen-jie FAN,Mao-jie LIU,Li-li WANG,Xue-ping LIANG,Yan YUAN. The effects of blended teaching on clinical communication ability of undergraduates in nursing[J].Chinese Journal of Nursing Education, 2019, 16(5): 329-332.

References 20

[1]	丁欢, 焦文娟 . 本科实习护生沟通能力及其影响因素调查与分析[J]. 齐鲁护理杂志, 2017,23(3):36-37.
[2]	张黎, 孙志宏, 严复存 . 浅谈护患沟通技巧在维护护患关系中的作用[J]. 中国卫生产业, 2018,15(15):58-59.
[3]	Shafakhah M, Zarshenas L, Sharif F , et al. Evaluation of nursing students’ communication abilities in clinical courses in hospitals[J]. Glob J Health Sci, 2015,7(4):323-328.
[4]	陈杭健, 陈京立, 李玉玲 . 护理专业实习生对临床能力培养的需求研究[J]. 中华护理教育, 2014,11(7):485-488.
[5]	刘晓琦, 岳立萍 . 本专科护生护患沟通能力调查与分析[J]. 中国高等医学教育, 2015(8):25-26.
[6]	周晓平, 罗颖, 杜娜 , 等. 共情教育在护理专业学生临床沟通能力培养中的应用体会[J]. 中国继续医学教育, 2018,10(31):42-44.
[7]	何静, 方一芳 . Seminar教学法在本科护生临床沟通教学中的应用与评价[J]. 护理实践与研究, 2018,15(4):112-114.
[8]	杨敏, 杨彩燕, 闫浩云 , 等. 体验式教学法在护生沟通能力培养中的探索与实践[J]. 中国高等医学教育, 2018(3):121-122.
[9]	杨芳宇, 沈宁, 李占江 . 护生临床沟通能力测评量表的初步编制[J]. 中华现代护理杂志, 2010,16(31):3721-3724.
[10]	Shang F, Liu CY . Blended learning in medical physiology improves nursing students’ study efficiency[J]. Adv Physiol Educ, 2018,42(4):711-717. doi: 10.1152/advan.00021.2018
[11]	吕岩岩, 李铮 . 基于Moodle的混合式学习在妇产科护理学教学中的应用[J]. 中国高等医学教育, 2017(7):123-124.
[12]	Shorey S, Siew AL, Ang E . Experiences of nursing undergraduates on a redesigned blended communication module:a descriptive qualitative study[J]. Nurse Educ Today, 2018,61:77-82. doi: 10.1016/j.nedt.2017.11.012
[13]	李虹毓, 于方, 隋树杰 . 翻转课堂在护理人际沟通中的应用研究[J]. 中华护理教育, 2016,13(10):752-754.
[14]	Tayem YI, Altabtabaei AS, Mohamed MW , et al. Competence of medical students in communicating drug therapy:value of role-play demonstrations[J]. Indian J Pharmacol, 2016,48(1):37-41.
[15]	Shorey S, Kowitlawakul Y, Devi MK , et al. Blended learning pedagogy designed for communication module among undergraduate nursing students:a quasi-experimental study[J]. Nurse Educ Today, 2018,61:120-126. doi: 10.1016/j.nedt.2017.11.011
[16]	Kong L, Liu Y, Li G , et al. Resilience moderates the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students:a structural equation model analysis[J]. Nurse Educ Today, 2016,46:64-68. doi: 10.1016/j.nedt.2016.08.028
[17]	肖红, 张晶 . 案例教学在护理专业助产方向课程中的应用[J]. 中华护理教育, 2018,15(12):907-911.
[18]	安晓妤 . 角色表演在护理礼仪与人际沟通教学中的应用[J]. 内蒙古中医药, 2013,32(29):115-116.
[19]	Dungey GM, Neser HA . Radiation therapy students’ perceptions of their learning from participation in communication skills training:an innovative approach[J]. J Med Radiat Sci, 2017,64(2):138-145. doi: 10.1002/jmrs.2017.64.issue-2
[20]	Deane WH, Fain JA . Incorporating Peplau’s theory of interpersonal relations to promote holistic communication between older adults and nursing students[J]. J Holist Nurs, 2016,34(1):35-41. doi: 10.1177/0898010115577975

The effects of blended teaching on clinical communication ability of undergraduates in nursing

HTML

PDF(PC)

Like

Knowledge

Abstract

Cite this article

share this article

References 20

Related Articles 15

Metrics

Comments

Recommended 10

[1]	SUN Yumei, ZHOU Qiang, YE Minghui, SUN Hongyu, ZHAO Guodong. An investigation on the learning approaches of nursing undergraduates in the blended learning [J]. Chinese Journal of Nursing Education, 2024, 21(5): 557-561.
[2]	LI Mu, YU Sisi, LI Cheng, ZHANG Xiao, YANG Fang. Thoughts and practice on the construction of online and offline hybrid Golden Course of Medical Nursing in colleges and universities of Traditional Chinese Medicine [J]. Chinese Journal of Nursing Education, 2024, 21(3): 295-299.
[3]	KE Li, LI Yan, XU Lanlan, XIAO Juan, TAO Lingxuan, LUO Yixue, SUN Li, CAO Qiongya, WANG Jinna. The reform of integration of theory and practice with flipped classroom based on blended teaching in Fundamentals of Nursing [J]. Chinese Journal of Nursing Education, 2023, 20(9): 1060-1065.
[4]	GAO Ji, ZHENG Xiaoyan, CHEN Biling, WANG Rongna. The practice of application-oriented progressive teaching in the blended teaching of ENT Nursing [J]. Chinese Journal of Nursing Education, 2023, 20(7): 803-808.
[5]	ZHANG Huan, GAO Min, LIU Ye, LIN Yan, ZHAO Shan. Revision of the applicability of Mini-Clinical Examination Exercise in the evaluation of nurses’ ability in emergency department [J]. Chinese Journal of Nursing Education, 2023, 20(5): 523-528.
[6]	LING Yinchan, WEI Changyuan, NING Chuanyi, LIU Qi, QU Jingting, JIANG Lan, FANG Jian, YANG Lihui, LIU Guiying. Cultivation of nursing clinical thinking ability during the training of College Students’ Medical Technology Skills Competition [J]. Chinese Journal of Nursing Education, 2023, 20(3): 301-305.
[7]	YE Minghui, YAO Juan, SUN Yumei. Application and reflection of blended teaching based on Community of Inquiry framework in nursing undergraduate education [J]. Chinese Journal of Nursing Education, 2023, 20(10): 1271-1275.
[8]	CHEN Yuping, WANG Chuntao, SHU Anmei, JIANG Ming, CHEN Genlin, WU Junsong. The practice and effect of blended online-offline teaching mode integrating medication nursing cases into the course of Nursing Pharmacology [J]. Chinese Journal of Nursing Education, 2023, 20(10): 1185-1188.
[9]	ZHANG Guifang,LIU Zhenya,GAO Shijuan,GUO Yunfei,FENG Yingpu,ZHANG Hongmei. Design and application of a micro-video training on core competence for nurses in the interventional neuroradiology department [J]. Chinese Journal of Nursing Education, 2022, 19(8): 723-726.
[10]	LI Yan,WANG Jin-na,XU Lan-lan,XIAO Juan,CAO Qiong-ya. The design and implementation of the national blended first-class course of Fundamental of Nursing [J]. Chinese Journal of Nursing Education, 2022, 19(7): 587-591.
[11]	KONG Xiang-lin,CHEN Dan,WU Ya-qin,HU Su-wen,WANG Min,CHEN Xiao-xuan Damw. Application of the blended teaching in Obstetrics and Gynecology Nursing [J]. Chinese Journal of Nursing Education, 2022, 19(5): 420-425.
[12]	LI Jian-zhi, HU Li, WU Chun, WAN Yan-ping, GUO Jia-yu. Construction and application of the online first-class curriculum resources in Medical Nursing [J]. Chinese Journal of Nursing Education, 2022, 19(4): 303-308.
[13]	ZHANG Wanluan,ZHOU Lihua. The application of the blended teaching in the Thinking and Communication course for nursing undergraduates [J]. Chinese Journal of Nursing Education, 2022, 19(11): 994-997.
[14]	ZHANG Minyi,CHEN Hongyu,WANG Ning,LI Yao,LIU Yan. The learning experience of nurses in the blended teaching of neurology specialty：a qualitative research [J]. Chinese Journal of Nursing Education, 2022, 19(10): 912-917.
[15]	LI Jin, ZHANG Jing-jun, YANG Lei, LI Xiao-mei. Development of a blended Golden Course of Introduction to Nursing [J]. Chinese Journal of Nursing Education, 2021, 18(9): 773-776.