%0 Journal Article %T 促进护生深度学习的急危重症护理学的教学实践
Practice of an Effective Teaching Method to Promote the Deep Learning Ability of Nursing Undergraduates in Emergency and Critical Care Nursing %A 姚引娣 %A 杨芳芳 %A 曾雪 %A 杨宝义 %J Nursing Science %P 1707-1712 %@ 2168-5614 %D 2024 %I Hans Publishing %R 10.12677/ns.2024.1312241 %X 目的：探讨“3 + 2 + 3 + 3”多种教学方式相融合的混合式教学在《急危重症护理学》的应用效果。方法：采用非同期整群便利抽样法，选取2018级护理本科生48名为对照组，采取传统翻转课堂模式。选取22021级护理本科生57名为试验组，采取“3 + 2 + 3 + 3”多种教学方式相融合的混合式教学。结果：实验组的期末考核成绩显著高于对照组，实验组护生深度学习能力得分和自我导向学习能力得分显著高于对照组(均<0.05)。结论：促进深度学习的“3 + 2 + 3 + 3”多种教学方式相融合的混合式教学，有利于提高教学效果，提高护生的深度学习能力，增强护生自我导向学习能力。
Objective: To explore the effects of “3 + 2 + 3 + 3” the teaching methods integration blended teaching mode in Emergency and Critical Care nursing. Methods: The nursing undergraduates enrolled 2018 were identified as the control group (n = 48), and the traditional flipped classroom teaching method in Emergency and Critical Care nursing was applied. While the students enrolled in 2021 were identified as the experimental group (n = 57), and “3 + 2 + 3 + 3” the teaching methods integration blended teaching mode was implemented. After the course, academic performance, deep learning ability, and self-directed learning ability of the two groups of students were compared. Results: The scores of academic performance, various dimensions of deep learning abilities, various dimensions of self-directed learning ability of the students in the experimental group were significantly higher than those in the control group (all P < 0.05). Conclusion: The “3 + 2 + 3 + 3” the teaching methods integration blended teaching mode in Emergency and Critical Care nursing is helpful to improve teaching effectiveness and learning engagement, and can promote nursing undergraduates’ deep learning ability and self-directed learning ability. %K 急危重症护理学， %K 混合式教学， %K “ %K 3 + 2 + 3 + 3” %K ， %K 多种教学方式， %K 深度学习， %K 自我导向学习
Emergency and Critical Care Nursing %K Blended Teaching Mode %K “ %K 3 + 2 + 3 + 3” %K The Teaching Methods Integration %K The Deep Learning %K Self-Directed Learning %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=101769