目的 基于O-PIRTAS(教学目标objective、课前准备preparation、教学视频instructional video、课堂回顾review、知识测试test、课堂活动activity、总结summary)翻转课堂模式开展护理学社会实践教学并评价效果。方法 采用问卷调查和文本分析方法。2022年9至12月,选取复旦大学护理学院2021级护理学专业44名学生基于O-PIRTAS翻转课堂模式开展护理学社会实践教学。教学前后对学生进行学业自我效能感评价,收集学生的教学反思报告。采用配对t检验和NVivo 12 Plus软件对数据和反思报告进行分析。结果 教学结束后,学生学业自我效能感评分为(84.57±8.64)分,高于教学前的(74.64±10.17)分,其差异具有统计学意义(P＜0.001)。反思报告内容分析共构建实践体验、实践收获、实践建议3个树状节点和15个子节点。结论 基于O-PIRTAS 翻转课堂模式的护理学社会实践教学能够有效提升学生的学业自我效能感,促进主动学习。建议结合不同实践基地特色开展社会实践,加快构建实践服务保障机制,科学制定实践评价体系,进一步提升学习成效。
Objective To explore the learning effect of applying the O-PIRTAS model on nursing social practice teaching. Methods The study adopted questionnaire survey and text analysis methods.From September to December 2022, 44 nursing undergraduate students of grade 2021 from School of Nursing Fudan University enrolled. Nursing social practice teaching was carried out based on the O-PIRTAS flipped classroom model over one semester. The academic self-efficacy was used to assess the learning effect of nursing students. The paired t-test and NVivo 12 Plus software were used to analyze the data and reflection reports. Results After one semester of study, the scores of nursing students′ academic self-efficacy scale increased significantly from (74.64±10.17) to (84.57±8.64), P<0.001. The content analysis of the reflection reports constructed 3 tree nodes include practice experience, practice harvests and practice suggestions and 15 sub-nodes. Conclusions The nursing social practice course based on the O-PIRTAS flipped classroom model can effectively improve students′ academic self-efficacy and promote active learning. It is recommended to integrate the unique features of different practice bases in conducting social practices, expedite the establishment of a practical service guarantee mechanism, scientifically formulate a practical evaluation system, and further enhance learning outcomes.
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