文献类型：期刊文献

中文题名：“五环节”体验式教学法在妇产科护理学教学中的运用实践研究

英文题名：Application practice research of “five links” experiential teaching method in teaching obstetric and gynecological nursing

作者：王艳波[1];吉秀家[1];许瑞[1];范琳琳[1];李芳[1];陶维天[2]

第一作者：王艳波

机构：[1]甘肃中医药大学护理学院,甘肃兰州730101;[2]甘肃中医药大学信息工程学院,甘肃兰州730101

第一机构：甘肃中医药大学护理学院

年份：2022

卷号：39

期号：4

起止页码：119

中文期刊名：甘肃中医药大学学报

外文期刊名：Journal of Gansu University of Chinese Medicine

基金：甘肃省教育科学“十三五”规划2019年度一般课题(GS[2019]GHB2121)。

语种：中文

中文关键词：“五环节”体验式教学;妇产科护理学;教学改革;考试成绩;自主学习能力;临床思维能力;团队协作意识

外文关键词：“five links”experiential teaching;obstetric and gynecological nursing;teaching reform;examination scores;autonomous learning ability;clinical thinking ability;teamwork awareness

摘要：目的 研究“五环节”体验式教学法在妇产科护理学教学中的应用效果。方法 选择2017级护理本科A班和B班共125名学生作为研究对象,采用抽签法将2个班随机分为观察组(A班)和对照组(B班)。对照组依托小规模限制性在线课程(SPOC),开展“上课前预习、上课中研学、下课后练学”的三环节线上线下混合教学;观察组开展“开课前导学、上课前预习、上课中研学、下课后练学、结课后反思”五环节有效衔接的体验式线上线下混合教学。比较2组学生的期末理论考试成绩、操作技能成绩、平时成绩及教学效果评价调查问卷评分。结果 观察组学生的期末理论考试成绩、操作技能成绩及平时成绩均明显高于对照组,2组比较差异有统计学意义(P<0.05);观察组教学效果评价调查问卷10个条目评分均明显高于对照组,2组比较差异有统计学意义(P<0.05或P<0.01)。结论 “五环节”体验式教学法有助于学生形成完整的知识框架,认识自身不足,激发学习动机,提高自主学习能力,提升学习效率。
Objective To explore the application effect of “five links”experiential teaching method in the teaching of obstetric and gynecological nursing. Methods Totally 125 undergraduate nursing students in class A and B of grade 2017 were selected as the study subjects. The two classes were randomly divided into observation group( Class A) and control group( class B) by lottery. The control group adopted the three-link online and offline hybrid teaching method of “pre-learning before class,study during class,practice learning after class”based on the small private online course( SPOC). The observation group carried out the experiential online and offline hybrid teaching method of “pre-class guidance,pre-learning before class,study during class,practice learning after class and post-class reflection”,whereby effectively connecting the five links. The final theoretical examination scores,operation skill scores,usual scores and teaching effect evaluation questionnaire scores between the 2 groups of students were compared. Results The final theoretical examination scores,operation skills scores and usual scores of the students in the observation group were significantly higher than those in the control group,and the difference between the 2 groups was statistically significant( P<0.05);The scores of 10 items of the teaching effect evaluation questionnaire in the observation group were significantly higher than those in the control group,and the difference between the 2 groups was statistically significant( P<0.05 or P<0.01). Conclusion The “five links”experiential teaching method can help students form a complete knowledge framework,recognize their own shortcomings,stimulate learning motivation,improve autonomous learning ability,and improve learning efficiency.