PBL结合翻转课堂混合式教学在肾内科护理实习生带教中的应用

doi:10.3760/cma.j.issn.1007-1245.2024.12.031

摘要/Abstract

摘要：

目的　探讨以问题为导向的教学法（PBL）结合翻转课堂的混合式教学在肾内科护理实习生带教中的应用效果。方法　回顾性选取2020年6月至2022年3月在广州中医药大学第二附属医院肾内科实习的76名护生为研究对象。根据入科实习时间进行分组，将2020年6月至2021年4月入科实习的40名护生设为对照组，其中女35人，男5人，年龄（20.40±0.78）岁，实施肾内科常规护理教学；将2021年7月至2022年3月入科实习的36名护生设为观察组，其中女33人，男3人，年龄（20.42±0.73）岁，实施PBL结合翻转课堂的混合式教学。两组均实习4周。比较两组护生的理论考核成绩、技能考核成绩、自主学习能力评分、对护理带教的满意度。计量资料行独立样本t检验，计数资料行χ²检验。结果　观察组的出科理论考核成绩、技能考核成绩及对护理带教的满意度均高于对照组［（88.39±6.86）分比（80.58±8.64）分、（92.58±5.52）分比（84.78±6.94）分、97.2%（35/36）比82.5%（33/40）］，差异均有统计学意义（t=4.333、5.387，χ²=4.360，均P<0.05）。入科时，两组护生的自主学习能力评分比较［（91.03±14.45）分比（90.58±12.13）分］，差异无统计学意义（t=0.148，P>0.05）；出科时，观察组护生的自主学习能力评分高于对照组［（116.31±10.93）分比（106.98±14.22）分］，差异有统计学意义（t=3.180，P<0.05）。结论　PBL结合翻转课堂的混合式教学可提高肾内科护生的理论知识掌握程度和实践技能水平，促进自主学习能力的提升，进而提高护生对护理带教的满意度。

关键词:

肾内科, 护理教学, 护生, 以问题为导向的教学法, 翻转课堂, 自主学习能力

Abstract:

Objective　To explore the application effect of problem-based learning (PBL) combined with flipped classroom blended learning in the teaching of nephrology nursing interns. Methods　A total of 76 nursing interns who interned in the Department of Nephrology at Fangcun Hospital of Guangdong Provincial Hospital of Chinese Medicine from June 2020 to March 2022 were retrospectively selected as the research subjects. According to the time of internship, 40 nursing interns who entered the department from June 2020 to April 2021 were selected as a control group, including 35 females and 5 males, aged (20.40±0.78) years, and they were implemented routine nursing teaching; 36 nursing interns who entered the department from July 2021 to March 2022 were selected as an observation group, including 33 females and 3 males, aged (20.42±0.73) years, and they were implemented PBL combined with flipped classroom blended teaching. Both groups interned for 4 weeks. The theoretical assessment scores, skill assessment scores, self-learning ability scores, and satisfaction with nursing teaching were compared between two groups. Independent-sample t test was used for the measurement data and χ² test was used for the count data. Results　The scores of theoretical assessment, skill assessment, and satisfaction with nursing teaching in the observation group were higher than those in the control group [(88.39±6.86) points vs. (80.58±8.64) points, (92.58±5.52) points vs. (84.78±6.94) points, 97.2% (35/36) vs. 82.5% (33/40)], with statistically significant differences (t=4.333 and 5.387, χ²=4.360, all P<0.05). At the time of admission, there was no statistically significant difference in the score of self-learning ability between the two groups [(91.03±14.45) points vs. (90.58±12.13) points] (t=0.148, P>0.05). At the time of graduation, the score of self-learning ability of nursing students in the observation group was higher than that in the control group [(116.31±10.93) points vs. (106.98±14.22) points], with a statistically significant difference (t=3.180, P<0.05). Conclusion　PBL combined with flipped classroom blended teaching can improve the theoretical knowledge mastery and practical skills level of nephrology nursing interns, and promote the improvement of self-learning ability, thereby enhancing the satisfaction of nursing interns with nursing teaching.

Key words:

Nephrology, Nursing teaching, Nursing interns, Problem-based learning, Flipped classroom, Self-learning ability

刘闯汪玲珍林绵李虎才.

PBL结合翻转课堂混合式教学在肾内科护理实习生带教中的应用 [J]. 国际医药卫生导报, 2024, 30(12): 2083-2087.

Liu Chuang, Wang Lingzhen, Lin Mian, Li Hucai.

Application of PBL combined with flipped classroom blended teaching in the teaching of nephrology nursing interns [J]. International Medicine and Health Guidance News, 2024, 30(12): 2083-2087.

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