Research on the application of problem chain-based flipped classroom in the internship teaching of gastroenterology nursing students
10.3760/cma.j.cn116021-20241222-02092
- VernacularTitle:基于问题链的翻转课堂在消化内科护生实习教学中的应用研究
- Author:
Huiyue ZHANG
1
;
Sihong DING
1
;
Jing SHI
1
;
Hui ZHOU
1
Author Information
1. 成都医学院第二附属医院·核工业四一六医院消化内科，成都 610000
- Publication Type:Journal Article
- Keywords:
Problem chain;
Flipped classroom;
Self-directed learning ability;
Mediation effect
- From:
Chinese Journal of Medical Education Research
2025;24(8):1116-1122
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of problem chain-based flipped classroom in the internship teaching of gastroenterology nursing students.Methods:A total of 101 nursing students who interned in the Department of Gastroenterology at The Second Affiliated Hospital of Chengdu Medical College from June 2022 to March 2024 were selected and divided into a control group ( n=51, traditional teaching) and a research group ( n=50, problem chain-based flipped classroom). The control group received traditional teaching methods of theoretical instruction + clinical practice. The research group received a teaching plan of "problem chain design + flipped classroom + multiple evaluation". The effectiveness was evaluated in four dimensions: theoretical assessment, operational skills, clinical ability, and teaching satisfaction. The Self-Rating Scale of Self-Directed Learning was used to assess self-directed learning ability. The data were subjected to t test, non-parametric test, and chi-square test using SPSS 26.0 and AMOS 24.0. The mediation effect was examined using structural equation modeling. Results:The research group scored higher than the control group in theoretical assessment [(92.10±6.33) vs. (80.41±9.34)], operational skills [(45.04±3.91) vs. (39.51±5.94)], and clinical ability [(52.64±5.51) vs. (45.50±7.42)] (all P<0.001). The teaching satisfaction scores showed that the research group of nursing students rated higher in clinical thinking cultivation [(4.41±0.62) vs. (3.82±0.69)] and team collaboration ability improvement [(4.28±0.59) vs. (3.91±0.64)] (both P<0.01), as compared to the control group. The total score of Self-Rating Scale of Self-Directed Learning [(227.93±18.47) vs. (214.54±19.86), P=0.001] and mediation effect analysis (indirect effect accounting for 29.44%) indicated that problem chain-based flipped classroom indirectly optimized teaching effectiveness by enhancing self-directed learning ability. Conclusions:The flipped classroom based on problem chain can effectively improve the theoretical level, operational skills, and clinical thinking ability of gastroenterology nursing students, and further optimize teaching effectiveness by enhancing self-learning and teamwork abilities, making it a teaching method worthy of promotion.
