Application of flipped classroom teaching combining micro-classes and PBL in the training of refresher nurses
10.3760/cma.j.cn116021-20200128-00558
- VernacularTitle:微课结合PBL的翻转课堂教学在进修护士培训中的应用
- Author:
Li JIANG
1
;
Qunfang WAN
;
Cong WANG
;
Xiaoling WU
Author Information
1. 四川大学华西医院呼吸与危重症医学科，成都 610041
- Keywords:
Micro-class;
PBL;
Refresher nurse;
Flipped classroom
- From:
Chinese Journal of Medical Education Research
2021;20(7):833-836
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of flipped classroom teaching combined with micro-classes and PBL in the training of refresher nurses.Methods:Using the cluster sampling method, 35 refresher nurses from March 2017 to February 2018 were collected as the control group, and 38 refresher nurses from March 2018 to February 2019 were included as the observation group. The control group received the theoretical knowledge training of respiratory specialty by traditional teaching method, and the observation group received theoretical knowledge training of respiratory specialty by using flipped classroom teaching combining micro-classes and PBL. Before and after the training, the special theory assessment with the same difficulty was carried out, and the clinical teaching evaluation was carried out after the training.Results:After the training, the special theory assessment scores of the observation group were significantly higher than those of the control group ( t=7.560, P<0.05), with significant differences. Compared with the control group, the clinical teaching evaluation scores of the nurses in the observation group were significantly improved ( t=24.657, P<0.05), with significant differences, especially in the nurses' learning attitude, learning ability, teaching style and teaching satisfaction scores. Conclusion:The flipped classroom teaching combining micro-classes and PBL can significantly improve the special theory assessment scores of refresher nurses, promote the internalization of specialized knowledge, turn to active learning from the passive mode, change the learning attitude of refresher nurses, improve their recognition of clinical teachers and realize teaching benefits as well as learning benefits.
