Application of SPOC-based maker education in oncology surgical nursing teaching
10.3760/cma.j.cn116021-20240511-02002
- VernacularTitle:基于SPOC的创客式教学在肿瘤外科护理带教中应用研究
- Author:
Minmin LU
1
;
Jiangping LU
;
Lili GU
Author Information
1. 南通市肿瘤医院综合外科，南通 226361
- Publication Type:Journal Article
- Keywords:
Small private online course;
Maker-based;
Oncology surgery;
Nursing;
Teaching
- From:
Chinese Journal of Medical Education Research
2025;24(4):566-571
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the application effect of small private online course (SPOC)-based maker education in oncology surgical nursing teaching.Methods:This study enrolled 105 nursing students who completed their internship in the Department of Oncology Surgery from January 2022 to September 2023. The subjects were divided into control group ( n=52, conventional teaching) and observation group ( n=53, SPOC-based maker education) according to their admission order. Before and after teaching, students were evaluated on the theoretical knowledge, operational skills, nursing practice ability, innovation ability, self-learning ability, professional identity, and teamwork ability. The Medical Education Satisfaction Scale (MESS-21) was used to evaluate teaching outcomes. Data were analyzed using the t-test and chi-square test with SPSS 25.0. Results:After teaching, the observation group had higher scores than the control group in theoretical knowledge [(93.60±12.53) vs. (85.90±10.49)], operational skills [(92.63±12.40) vs. (83.75±10.27)], nursing practice ability [(93.50±12.81) vs. (84.72±11.43)], and innovation ability [(91.68±12.53) vs. (80.20±8.37)]; this was also true for learning motivation [(16.63±4.76) vs. (12.90±3.85)], planning and implementation [(16.83±4.77) vs. (13.54±4.32)], self-management [(15.49±4.60) vs. (13.42±4.13)], interpersonal communication [(14.74±4.53) vs. (11.77±3.59)], POIS-M score [(84.61±8.84) vs. (63.53±6.48)], and T-TAQ score [(53.90±5.07) vs. (46.75±4.02)] (all P<0.05). The observation group also had significantly higher scores than the control group in clarity of teaching objectives [(13.58±3.47) vs. (9.14±2.66)], practicality of teaching content [(13.50±3.69) vs. (10.62±2.81)], and supportiveness of teaching resources [(13.92±3.58) vs. (8.88±2.34)]. Conclusions:SPOC-based maker education offers significant advantages in oncology surgical nursing teaching. It effectively enhances nursing students' theoretical knowledge, operational skills, nursing practice ability, innovation ability, self-learning ability, professional identity, and teamwork ability and it is highly valued by students. Its novelty and effectiveness provide new ideas for oncology surgical nursing teaching.
