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。
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.
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