The effects of "rain classroom" wisdom teaching on nursing students′ self-learning and self-efficacy
10.3760/cma.j.cn211501-20211220-03492
- VernacularTitle:"雨课堂"智慧教学对护生自主学习能力与自我效能的影响
- Author:
Na ZHANG
1
;
Yamin LI
;
Lu DENG
;
Wen ZHOU
;
Xi CHEN
;
Peipei MA
;
Lu LUO
;
Shunying LIU
;
Caili MA
Author Information
1. 中南大学湘雅二医院临床护理学教研室，长沙 410011
- Keywords:
"Rain classroom" wisdom teaching;
Nursing students;
Self-learning;
Self-efficacy
- From:
Chinese Journal of Practical Nursing
2022;38(29):2280-2285
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of "rain classroom" wisdom teaching on geriatric students′ autonomous learning ability and self-efficacy.Methods:From June to August, 2021, 61 nursing students who practiced in the department of gerontology of the Second Xiangya Hospital, Central South University were selected as research subjects, and divided into experimental group (30 students) and control group (31 students) by random number table method. In the experimental group, wisdom teaching based on "Rain classroom" was carried out at the same time as conventional teaching, while in the control group, conventional teaching was carried out, and the teaching effect was evaluated by the independent learning ability measurement scale and academic self-efficacy scale of nursing students.Results:The score of autonomous learning ability of nursing students in the experimental group was 68.55 ± 11.06, and that in the control group was 74.29 ± 9.16. The difference between the two groups was statistically significant ( t = -2.01, P<0.05). The academic self-efficacy scores of nursing students in experimental group and control group were 52.27 ± 11.56 and 52.64 ± 9.28 respectively. There was no significant difference between the two groups ( P>0.05). Conclusions:The wisdom teaching of "rain classroom" improves the independent learning ability of geriatric nursing students, and attaches importance to the cultivation of self-efficacy of nursing students, and the improvement of self-efficacy needs further research.
