目的：研究混合式教学法在基础护理学中的应用效果。方法：采用方便抽样的方法，将我校2016级护理本科的学生分成2016护本1和2016护本2两组，将基础护理学理论教学内容分成前、后两部分，分别开展混合式教学。慕课上线后，2016护本1采用“前半混合式教学 + 后半传统教学”；2016护本2采用“前半传统教学 + 后半混合式教学”，传统课堂变成翻转课堂后多余的学时安排学生集中慕课学习，操作内容全部采用传统操作教学法。在期初、期中和期末时对两组学生进行自主学习准备度和批判性思维能力的问卷调查，进行组间比较和自身前后比较，并比较两组学生的期中成绩、期末理论成绩和操作成绩。结果：混合式教学法提高了学生的成绩、自主学习能力和批判性思维能力，但学生的成绩和能力仍处于中等水平；混合式教学法对学生成绩和能力的影响与翻转课堂开展的时间和教学内容无关，可能与翻转课堂开展的学时和次数有关。传统教学法没有提高学生的自主学习能力和批判性思维能力。结论：混合式教学法能够提高教学效果，促进学生能力的培养，需要在今后的教学中进一步改进、探索、推广。
Objective:
To explore the effect of blended learning in fundamental nursing. Methods:
Nursing undergraduate students in 2016 in our school were divided into two
groups, 2016 nursing class 1 and 2016 nursing class 2 by convenient sampling,
and blended learning was carried out in two classes respectively through the
content of theory teaching of fundamental nursing was divided into front and
back parts. After MOOCs online, front part of theory teaching by blended
learning and back part by traditional teaching was conducted in 2016 nursing class
1, front part of theory teaching by traditional teaching and back part by
blended learning was conducted in 2016 nursing class 2. Extra learning hours in
which the traditional classroom becomes the flipped classroom were arranged for
intensive study online. The content of operation teaching of fundamental
nursing was learned by traditional operational teaching method. Questionnaire
survey was conducted at the beginning, the middle and the end of the course
learning by Chinese version of self-directed learning readiness scales (SDLRS)
and critical thinking disposition (CTDI-CV). Comparison of the two classes of
the mid-term grades, final theoretical grade, operating performance, the
ability of self-directed learning readiness and critical thinking was
conducted. Results: Nursing students’ course grades, the ability of self-directed
learning readiness and critical thinking were improved and still at a moderate
level after blended learning. It was shown that the effect of blended learning
on grade and the ability of nursing students may be related to the teaching
hours and the number of teaching, and is irrelevant to teaching time and
teaching connect. No change in the ability of self-directed learning readiness
and critical thinking of nursing students by traditional teaching. Conclusion:
Blended learning can improve the teaching effect and promote the cultivation
References
[1]
Pappano, L. (2012) The Year of the MOOC. The New York Times.
https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
Hu, R.J., Gao, H.M., Ye, Y.S., et al. (2018) Effectiveness of Flipped Classrooms in Chinese Baccalaureate Nursing Education: A Meta-Analysis of Randomized Controlled Trials. International Journal of Nursing Studies, 79, 94-103.
https://doi.org/10.1016/j.ijnurstu.2017.11.012
Fisher, M., King, J. and Tague, G. (2001) Development of a Self-Directed Learning Readiness Scale for Nursing Education. Nurse Education Today, 21, 516-525. https://doi.org/10.1054/nedt.2001.0589
