Application effect of blending-learning model on clinical teaching for practice nursing students in ICU
10.3760/cma.j.issn.1672-7088.2019.23.015
- VernacularTitle: 混合式教学模式在ICU实习护生临床带教中的应用效果
- Author:
Jing YANG
1
;
Xuning ZHANG
1
;
Mingtao QUAN
2
;
Xiaojuan LI
1
;
Fang CHEN
1
;
Yan WANG
1
Author Information
1. Department of ICU, Affiliated Hospital of Zunyi Medical College, Zunyi 563000, China
2. Department of Nursing, Affiliated Hospital of Zunyi Medical College, Zunyi 563000, China
- Publication Type:Journal Article
- Keywords:
Intensive care unit;
Nursing students;
Blending-learning;
Clinical teaching
- From:
Chinese Journal of Practical Nursing
2019;35(23):1827-1831
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of blending-learning model on clinical teaching for practice nursing students in ICU.
Methods:Totally 165 nursing students who practiced in ICU from 2016 to 2017 were selected by convenient sampling.82 nursing students in the traditional teaching mode were used as the control group in 2016, while 83 nursing students in the blending-teaching model on the basis of the control group were used as the observation group in 2017.
Results:The aspects of theory and skill operation, clinical nursing comprehensive ability, teaching content, teaching method, language expression, interpersonal relationship, learning atmosphere, learning opportunity and overall evaluation in nursing students of the observation group were (83.89±7.01), (93.05±2.60) , (6.61±1.15), (3.64±0.68) , (3.85±0.77) , (3.76±0.73) , (3.84±0.91) , (3.68±0.78) , (3.74±0.81) , (3.73±0.66) points, which were higher than (69.93±10.28) , (87.94±3.11) , (5.51±1.53) , (2.79±0.84) , (2.69±0.63) , (2.39±0.52) , (2.01±0.70) , (2.43±0.57) , (2.50±0.55) , (2.46±0.55) points in the control group, the differences were significant (t=-14.235- -5.176, P<0.05) .There was no significant difference between the two groups in terms of sex, age, educational level, scores of entrance examination, teachers′ quality, teaching attitude, work atmosphere and organizational support (P>0.05).
Conclusions:The blending-teaching model is beneficial to improve the learning achievement, clinical nursing comprehensive ability and satisfaction in nursing students who practiced in ICU, and promote the continuous improvement of clinical teaching quality.
