基于SPOC的项目学习模式联合活页式教材在母婴护理等级技能培训中的应用

    The application effects of project learning model based on SPOC combined with loose-leaf teaching materials in the training of maternal and infant nursing skills

    • 摘要:
      目的: 探讨基于小规模专有在线课程(SPOC)的项目学习模式联合活页式教材在母婴护理等级技能培训中的应用效果。
      方法: 基于“1 + X母婴护理制度”编制活页式实训教材,建设SPOC网络学习平台。选取2022年12月培训学生100名作为观察组,采用活页式实训教材进行母婴护理等级技能培训;选取2021年12月培训学生100名为对照组,采用常规培训方法进行培训。比较2组培训结束后“1 + X母婴护理”等级考核成绩和学习动机、自主学习能力评分及教学满意度。
      结果: 培训后观察组理论知识和操作考核成绩均明显高于对照组(P < 0.01)。培训前,2组学生学习动机、自主学习能力各维度及总分差异均无统计学意义(P > 0.05);培训后,观察组学习动机、自主学习能力各维度及总分均明显高于培训前(P < 0.05 ~ P < 0.01),且观察组学习动机、自主学习能力各维度及总分均高于对照组(P < 0.05 ~ P < 0.01)。观察组学生在课堂教学、师生互动、分析能力和临床思维方面满意度均高于对照组(P < 0.05 ~ P < 0.01)。
      结论: 基于SPOC的项目学习模式联合活页式教材应用于母婴护理等级技能培训能有效提升培训效果,值得推广使用。

       

      Abstract:
      Objective To explore the application effects of of project learning model based on SPOC combined with loose-leaf teaching materials in the training of maternal and infant nursing skills.
      Methods Based on the "1 + X maternal and Child care System", the loose-leaf practical training materials were prepared, and SPOC network learning platform was built. One hundred in December 2021 were selected as the observation group, and the training of maternal and infant nursing skills was carried out with loose-leaf practical training materials. One hundred students in December 2021 were selected as the control group, and the training was conducted by conventional training methods. The results of "1 + X maternal and infant nursing" level assessment, learning motivation, independent learning ability rating and teaching satisfaction were compared between two groups after training.
      Results After training, the theoretical knowledge and performance in the observation group were significantly higher than those in control group (P < 0.01). Before training, there was no statistical significance in the learning motivation, autonomous learning ability and total score between two groups (P > 0.05). After training, the score of each dimension and total scores of learning motivation and autonomous learning ability in the observation group were significantly higher than those before training (P < 0.05 ~ P < 0.01), and each dimension score and total score of learning motivation and autonomous learning ability in the observation group were higher than those in control group (P < 0.05 ~ P < 0.01). The satisfaction of classroom teaching, teacher-student interaction, analytical ability and clinical thinking in the observation group were higher than those in control group (P < 0.05 ~ P < 0.01).
      Conclusions The application of project learning model based on SPOC combined with loose-leaf teaching materials in the training of maternal and infant nursing skills can effectively improve the training effects, and which is worthy of promotion and use.

       

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