Exploring the learning effect of applying the O-PIRTAS model on nursing social practice teaching

doi:10.3760/cma.j.cn115259-20230801-00073

Abstract

Abstract: 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.

Key words: Nursing, O-PIRTAS, Flipped classroom, Social practice, Academic self-efficacy

CLC Number:

R-05

You Haiyue, Zhao Ying, Cai Lingying, Sun Zhiqin, Wang Ren, Chen Xiao, Chen Wei. Exploring the learning effect of applying the O-PIRTAS model on nursing social practice teaching[J]. Chinese Journal of Medical Education, 2024, 44(10): 756-760.

References

[1] Ramnanan CJ, Pound LD. Advances in medical education and practice: student perceptions of the flipped classroom[J]. Adv Med Educ Pract, 2017, 8: 63-73. DOI: 10.2147/AMEP.S109037.
[2] 郭艳侠, 梁珣, 张敏. 翻转课堂结合对分课堂教学模式在老年护理学教学中的应用[J].护理学杂志, 2020, 35(15): 72-74. DOI: 10.3870/j.issn.1001-4152.2020.15.072.
[3] Izadpanah S. The impact of flipped teaching on EFL students′ academic resilience, self-directed learning, and learners′ autonomy[J]. Front Psychol, 2022, 13: 981844. DOI: 10.3389/fpsyg.2022.981844.
[4] 郭建鹏, 张娟. O-PIPAS:一种以生为本的高校翻转课堂教学模式[J].中国高等教育评论, 2018, 9(1): 179-192.
[5] 郭建鹏. 翻转课堂教学模式:变式与统一[J].中国高教研究, 2019 (6): 8-14. DOI: 10.16298/j.cnki.1004-3667.2019.06.02.
[6] 杨昆, 石晓梅, 郭睿. O-PIRTAS翻转课堂结合TBL在基础医学课程素质教育中的实践——以“细胞信号转导的分子机制”为例[J].中国生物化学与分子生物学报,2023,39(8):1200-1211. DOI: 10.13865/j.cnki.cjbmb.2023.03.1597.
[7] 陈雪, 张梅, 赵松青, 等. O-PIRTAS翻转课堂教学法在“基础护理学”课程教学中的应用[J].护理学报,2023,30(16):28-32. DOI: 10.16460/j.issn1008-9969.2023.16.028.
[8] Zamfir AM, Mocanu C. Perceived academic self-efficacy among romanian upper secondary education students[J]. Int J Environ Res Public Health, 2020,17(13)DOI: 10.3390/ijerph17134689.
[9] Bulfone G, Vellone E, Maurici M, et al. Academic self-efficacy in bachelor-level nursing students: development and validation of a new instrument[J]. J Adv Nurs, 2020, 76(1): 398-408. DOI: 10.1111/jan.14226.
[10] 梁宇颂. 大学生成就目标、归因方式与学业自我效能感的研究[D]. 武汉:华中师范大学, 2000.
[11] 杜姗姗,周爱华. 地方高校地理学的学科专业思政建设探索与实践[M]. 北京: 知识产权出版社, 2021:23-25.
[12] Candela L, Dalley K, Benzel-Lindley J. A case for learning-centered curricula[J]. J Nurs Educ, 2006, 45(2): 59-66. DOI: 10.3928/01484834-20060201-04.
[13] Fisher D, Frey N. Better learning through structured teaching: a framework for the gradual release of responsibility[M]. Alexandria, VA: ASCD, 2021:112-125.
[14] Padugupati S, Joshi KP, Chacko TV, et al. Designing flipped classroom using Kemp′s instructional model to enhance deep learning and self-directed collaborative learning of basic science concepts[J]. J Educ Health Promot, 2021, 10(1): 187. DOI: 10.4103/jehp.jehp_1031_20.
[15] Guo J. The use of an extended flipped classroom model in improving students′ learning in an undergraduate course[J]. Journal of Computing in Higher Education, 2019, 31(2): 362-390. DOI: 10.1007/s12528-019-09224-z.
[16] 赵缨, 孙志琴. 护理本科生参与自闭症儿童康复社会实践活动效果的研究[J].中国实用护理杂志, 2022, 38(19): 1448-1452. DOI: 10.3760/cma.j.cn211501-20211118-03172.
[17] Dombrowsky T, Gustafson K, Cauble D. Service-learning and clinical nursing education: a delphi inquiry[J]. J Nurs Educ, 2019, 58(7): 381-391. DOI: 10.3928/01484834-20190614-02.
[18] 韩志强, 肖南. 自评与互评教学模式在外科临床技能训练中应用的探讨[J].世界最新医学信息文摘, 2022, 22(53): 136-139. DOI: 10.3969/j.issn.1671-3141.2022.053.028.
[19] Tang C, Biggs J. Teaching for quality learning at university: what the student does[M]. Buckingham: Society for Research into Higher Education & Open University Press, 2007: 13-19.