Abstract:

Objective　To explore the application effect of flipped classroom teaching method based on micro-lecture in surgical internship nursing students. Methods　A total of 150 nursing students who interned in department of surgery at the Second Affiliated Hospital of Guangzhou Medical University from June 2019 to May 2021 were selected as the research subjects. According to the duration of surgical internships, 71 nursing students who interned in department of surgery from June 2019 to May 2020 were divided into a control group, consisted of 5 males and 66 females, aged (21.65±1.24) years, using a conventional clinical nursing teaching model; 79 nursing students who interned in department of surgery from June 2020 to May 2021 were divided into an experimental group, consisted of 5 males and 74 females, aged (21.84±1.26) years, using a flipped classroom teaching method based on micro-lecture. The internship lasted for 8 weeks. The relevant indicators of online learning in the experimental group were evaluated, and the scores of admission assessment and satisfaction with clinical teaching were compared between the two groups. Independent sample t test was used for the measurement data and χ² test was used for the count data. Results　In the experimental group, 49 (62.03%) nursing students achieved an online learning completion rate ≥50%, 71 (89.87%) nursing students had a learning chapter count ≥10 chapters, and 43 (54.43%) nursing students had an online learning duration ≥100 min. The theoretical assessment score and comprehensive skill assessment score in the experimental group were higher than those in the control group [(87.73±6.14) points vs. (85.56±5.00) points, (88.96±2.89) points vs. (83.49±8.67) points], with statistically significant differences (t=2.362 and 5.403, both P<0.05). The nursing students' satisfaction rates in the experimental group were higher than those in the control group in 8 dimensions: teacher literacy, teaching implementation process, stimulating learning interest, enhancing self-learning ability, improving clinical operation level, improving knowledge understanding ability, inducing and cultivating independent thinking ability, and cultivating clinical thinking and working ability, with statistically significant differences (all P<0.05). Conclusion　The flipped classroom teaching method based on micro-lecture can effectively improve the clinical internship effect of surgical internship nursing students, enhance their self-learning ability, and nursing students have high satisfaction with this teaching method, which is worth further promoting in clinical teaching.

Key words:

Micro-lecture, Flipped classroom, Surgery, Intern nurses

摘要：

目的　探讨基于微课的翻转课堂教学法在外科实习护生中的应用效果。方法　选取2019年6月至2021年5月在广州医科大学附属第二医院外科实习的150名护生为研究对象。根据在外科实习的时间进行分组，将2019年6月至2020年5月在外科实习的71名护生设为对照组，男5人，女66人，年龄（21.65±1.24）岁，采用常规临床护理教学模式；2020年6月至2021年5月在外科实习的79名护生设为试验组，男5人，女74人，年龄（21.84±1.26）岁，采用基于微课的翻转课堂教学法。实习时间为8周。评价试验组护生的在线学习相关指标，并比较两组护生的出科考核成绩和对临床带教的满意度情况。计量资料采用独立样本t检验，计数资料采用χ²检验。结果　试验组49名（62.03%）护生在线学习完成度≥50%，71名（89.87%）护生学习章节数≥10个，43名（54.43%）护生在线学习时长≥100 min。试验组护生的理论考核成绩、综合技能考核成绩均高于对照组［（87.73±6.14）分比（85.56±5.00）分、（88.96±2.89）分比（83.49±8.67）分］，差异均有统计学意义（t=2.362、5.403，均P<0.05）。试验组护生对教师素养、教学实施过程、激发学习兴趣、提升自主学习能力、提高临床操作水平、提高知识理解能力、诱导和培养独立思考能力、培养临床思维和工作能力8个维度的满意率均高于对照组，差异均有统计学意义（均P<0.05）。结论　基于微课的翻转课堂教学法能够有效提升外科实习护生的临床实习效果，提升其自主学习能力，且护生对该教学法的满意度较高，值得在临床教学中进一步推广。

关键词:

微课, 翻转课堂, 外科, 实习护生