思政视域下妇产科护理学进阶式混合教学探索与实践

doi:10.3760/cma.j.cn115259-20220328-00390

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (10): 898-902.DOI: 10.3760/cma.j.cn115259-20220328-00390

思政视域下妇产科护理学进阶式混合教学探索与实践

李佳梅, 任玉兰, 杨瑶, 苏茜

广州医科大学护理学院,广州 510180

收稿日期:2022-03-28 出版日期:2022-10-01 发布日期:2022-09-29
通讯作者: 苏茜, Email: xixi19840505@163.com
基金资助:
广东省教育厅本科高校教学质量与教学改革工程项目(20201209-97);广州医科大学教改课题(201921);广州医科大学护理学院教改项目(202009)

Exploration and practice of advanced blended teaching in obstetrics and gynecology for nursing students from the perspective of ideology and politics

Li Jiamei, Ren Yulan, Yang Yao, Su Xi

School of Nursing, Guangzhou Medical University, Guangzhou 510180, China

Received:2022-03-28 Online:2022-10-01 Published:2022-09-29
Contact: Xi Su, Email: xixi19840505@163.com
Supported by:
Teaching Quality and Teaching Reform Project of undergraduate Colleges and Universities of Guangdong Provincial Department of Education (20201209-97); Teaching Reform of Guangzhou Medical University (201921); Teaching Reform Project of College of Nursing, Guangzhou Medical University (202009)

摘要/Abstract

摘要： 目的探索思政视域下妇产科护理学课程进阶式混合教学实践和效果。方法采用试验对照方法,选取广州医科大学2014至2018级护理学专业本科生为研究对象,教学改革后的2017至2018级的179名学生为试验组,2014至2016级的234名学生为对照组。试验组采用进阶式混合教学,对照组采用传统教学。通过妇产科护理学考试和问卷调查评价教学效果。采用两独立样本t检验比较两组间差异。结果试验组学生的期中测验、见习病历报告和期末理论考试分别为(72.05±15.15)分、(88.18±15.12)分和(73.61±12.37)分,高于对照组的(62.85±12.52)分、(84.26±9.74)分和(63.53±11.37)分,其差异均具有统计学意义(均P＜0.05)。试验组学生实验考核成绩为(85.35±13.81)分,低于对照组的(91.17±7.43)分,其差异具有统计学意义(t=-5.11,P＜0.001)。81.7%(85/104)的试验组学生认为进阶式混合教学有助于根据自己的学习情况和兴趣有选择性地学习,80.8%(84/104)的学生认为有助于提高对课程的满意度,77.9%(81/104) 的学生认为有助于提高课程的趣味性。结论思政视域下进阶式混合教学可以提高妇产科护理学教学效果,并得到学生的普遍认可,可以在高等护理学教育中推广。

关键词: 妇产科, 护理学, 混合教学, 思政教育, 教学评价

Abstract: Objective To explore advanced blended teaching and evaluate the learning outcomes in obstetrics and gynecology for nursing students from the perspective of ideology and politics. Methods Using the experimental control method. The undergraduates majoring in nursing from 2014 to 2018 in Guangzhou Medical University were selected as the research objects, 179 students enrolled in 2017 and 2018 as the experimental group, and 234 students enrolled in 2014 to 2016 as the control group. The control group adopted classic teaching and the experimental group adopted the advanced blended teaching. The results of examinations and questionnaire survey were collected for evaluating the teaching effect. T-test was used to compare the differences between two groups. Results The mid-term test, probationary medical record report and final theory test of the students in the experimental group were (72.05±15.15),(88.18±15.12) and (73.61±12.37)respectively ,higher than the scores of the control group, which were (62.85±12.52),(84.26±9.74) and (63.53±11.37).The differences were all statistically significant(all P＜0.05). The score of experimental group (85.35±13.81) was lower than that of control group (91.17±7.43) in experimental test, and the difference was statistically significant (t=-5.11,P＜0.001). 81.7% (85/104) of the students in the experimental group considered that the teaching reform model was helpful to study selectively according to their own learning situation and interest. 80.8% (84/104) considered it was helpful to improve the satisfaction of the course, and 77.9% (81/104) considered it was helpful to improve the interest of the course. Conclusions Advanced hybrid teaching from the perspective of ideology and politics can improve the effect of teaching in obstetrics and gynecology for nursing undergraduates, which is generally recognized by students and can be shared by others in nursing education institutes.

Key words: Obstetrics and gynecology, Nursing education, Hybrid teaching, Ideological and political education, Teaching evaluation

中图分类号:

李佳梅, 任玉兰, 杨瑶, 苏茜. 思政视域下妇产科护理学进阶式混合教学探索与实践[J]. 中华医学教育杂志, 2022, 42(10): 898-902.

Li Jiamei, Ren Yulan, Yang Yao, Su Xi. Exploration and practice of advanced blended teaching in obstetrics and gynecology for nursing students from the perspective of ideology and politics[J]. Chinese Journal of Medical Education, 2022, 42(10): 898-902.

参考文献

[1] 姜艳,杨怡珂,高磊,刘晓巍.“二孩政策”后不同年龄孕产妇妊娠及分娩现状分析[J].中国计划生育和妇产科,2022,14(4):58-62,114.
[2] 周丽荣. SPOC模式在高职护理教学中的应用现状[J].护理研究,2018,32(1):26-28. DOI: 10.3969/j.issn.1009-6493.2018.01.007
[3] 邱伟光. 论课程思政的内在规定与实施重点[J].思想理论教育,2018(8):62-65.DOI: 10.16075/j.cnki.cn31-1220/g4.2018.08.010
[4] 万林艳,姚音竹.“思政课程”与“课程思政”教学内容的同向同行[J].中国大学教学, 2018,(12):52-55.
[5] 翟峥, 王文丽. 基于课程思政链的大学英语混合式教学实践探索——以英语通识课“媒介素养”为例[J].外语电化教学,2021,(6):63-67+10.
[6] 管栋良,束蝉方,李明峰.新工科和课程思政背景下的数字测图原理与方法课程教学改革[J]. 测绘通报,2022,(01):99-103.DOI:10.13474/j.cnki.11-2246.2022.0523
[7] 吴斌, 陈素清, 吴沛霖. 基于“儿科学”知识模块课程思政的构建及实现途径[J].中国大学教学,2021,(10):49-54.
[8] 乔永丽, 闫俊萍, 郭桂英, 等. 基于课程思政理念混合式教学在基础护理学实训教学中的应用研究[J].护理研究,2021,35(24):4471-4474. DOI: 10.12102/j.issn.1009-6493.2021.24.025
[9] 冯蓉, 许红, 夏立平. 高职妇产科护理课程"理实结合"思政育人方案的设计与实践[J].中华护理教育,2021,18(11):989-993. DOI: 10.3761/j.issn.1672-9234.2021.11.005
[10] 张巍, 李昆, 张金勇, 等. 认知参与度视角下妇产科护理学混合式教学模式构建与实践[J].护理学杂志,2021,36(18):63-66,72. DOI: 10.3870/j.issn.1001-4152.2021.18.063
[11] 朱永海. 深度学习视角下混合教学系统化设计与体系化模式构建[J].中国电化教育,2021,(11):77-87.
[12] 李中华,刘翠芬.基于学习进阶的高校思政课程资源开发初探[J].黑龙江高教研究,2022, 40(2):110-5.DOI:10.19903/j.cnki.cn23-1074/g.2022.02.015
[13] Ibrahim NI, Bohm L, Roche JS, et al. Creating a 'choose your topic' massive open online course: an innovative and flexible approach to delivering injury prevention education[J]. Med Educ Online, 2021,26(1):1955646. DOI: 10.1080/10872981.2021.1955646.
[14] Guo Y, Liu H, Hao A, et al. Blended learning model via small private online course improves active learning and academic performance of embryology[J]. Clin Anat, 2022,35(2):211-221. DOI: 10.1002/ca.23818.
[15] Jarrett-Thelwell FD, Burke JR, Poirier JN, et al. A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities[J]. J Chiropr Educ, 2019,33(1):21-29. DOI: 10.7899/JCE-17-26.
[16] Vallée A, Blacher J, Cariou A, et al. Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis[J]. J Med Internet Res, 2020,22(8):e16504. DOI: 10.2196/16504.

思政视域下妇产科护理学进阶式混合教学探索与实践

Exploration and practice of advanced blended teaching in obstetrics and gynecology for nursing students from the perspective of ideology and politics

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价

[1]	单亚维, 周雪美, 孙连荣, 祁雯雯, 刘晓. 情动理论视域下精神科护理学课程线上教学中学生同理心培养研究[J]. 中华医学教育杂志, 2022, 42(9): 827-831.
[2]	阮小丽, 蚁淳, 谢琼, 程梦慧, 李舒平. 基于人性照护理论的共情能力培训在护理专业基础护理学课程中的应用[J]. 中华医学教育杂志, 2022, 42(9): 836-840.
[3]	曾麒丹, 丁雪梅, 张薇薇, 张晓丽. 临床医学、预防医学与护理学专业课程思政教学实践方案的系统评价[J]. 中华医学教育杂志, 2022, 42(7): 623-627.
[4]	苏畅, 周梦林, 陈丹青. 浙江省154家医院及其助产人员难产助产技术开展和掌握情况研究[J]. 中华医学教育杂志, 2022, 42(7): 665-669.
[5]	吕涛, 刘俊, 刘瑛, 王晓茜, 曾桢, 冯岩岩, 冯宗昊, 陈华云, 张蕾, 黄振宇. 基于置信职业行为的妇产科住院医师规范化培训与考核模式的构建[J]. 中华医学教育杂志, 2022, 42(6): 550-553.
[6]	张丛, 孙茜, 冯玲, 张媛媛, 姚飞. 妇产科教学门诊在本科医学生实习阶段的恢复建设与实践探索[J]. 中华医学教育杂志, 2022, 42(5): 453-457.
[7]	李艳君, 欧凤荣, 黄德生, 陈泳瑺, 崔满华, 谭文华, 张丽丽, 杨清. 课程思政视域下国家级一流本科课程妇产科学的教学构建与探索[J]. 中华医学教育杂志, 2022, 42(3): 207-210.
[8]	陈秋红, 王艳茹, 李晓静. 护理学专业本科生实习前后职业期望与职业成熟度的对比研究[J]. 中华医学教育杂志, 2022, 42(3): 228-231.
[9]	姚秀钰, 沈伊如, 余灵灵, 王萧冉, 康子华. 护理学专业实习学生完成能力现状及其影响因素分析[J]. 中华医学教育杂志, 2022, 42(2): 163-167.
[10]	吴映晖, 方琼, 林炜栋, 王蓓, 吕伟波, 刘哲军, 朱大乔. 重要他人和专业承诺对护理学专业应届毕业生就业选择的影响[J]. 中华医学教育杂志, 2022, 42(10): 869-873.
[11]	何丽丹, 吴建波, 谢新平, 林瑶, 包秋芳, 张霞, 陈丽红. 情景模拟教学在妇产科住院医师规范化培训中的应用[J]. 中华医学教育杂志, 2022, 42(10): 907-911.
[12]	王宗忠, 陆懿媛, 光异卉, 周恩. 医学人文教育视角下的医学英语课程思政教学探索[J]. 中华医学教育杂志, 2022, 42(1): 11-15.
[13]	侯艳茹, 吴燕, 王建六, 陈哲. 教学门诊联合反思性教学方式在妇产科学实习教学中的应用[J]. 中华医学教育杂志, 2021, 41(9): 810-813.
[14]	董晓兰, 苏昊清, 吴海彤, 李菁. 流程清单教学方式在护理学专业学生留置针穿刺实习中的应用[J]. 中华医学教育杂志, 2021, 41(8): 720-724.
[15]	程俊香, 边维娜, 董玥, 师保伟. 压力管理和韧性训练对爱尔兰某校护理学专业留学生心理韧性及焦虑水平的影响[J]. 中华医学教育杂志, 2021, 41(8): 763-767.