摘要
目的:探讨BOPPPS联合案例教学法(CBL)模式在护理综合实训教学中的应用效果。方法:选取安庆医药高等专科学校护理学院2021级护理专科3个班级180名学生作为研究组,另选3个班级176名学生作为对照组。对照组学生采用传统教学法,研究组学生采用BOPPPS联合CBL模式。比较研究组学生前测与后测技能成绩情况,两组学生学习成绩、校级技能大赛入围情况、教学效果认可度情况、核心能力情况。结果:研究组学生后测技能成绩高于前测技能成绩,差异有统计学意义(t=5.85,P<0.05)。研究组学生理论成绩和技能成绩均高于对照组,差异均有统计学意义(t=6.11、6.35,P<0.05)。从初赛、复赛、决赛结果来看,研究组学生入围率高于对照组。研究组学生教学效果认可度中知晓学习目标、课堂气氛活跃、课前主动预习、临床实习帮助、对未来很重要方面均优于对照组,差异均有统计学意义(χ^(2)=4.47、7.90、14.53、16.00、16.60,P<0.05)。研究组学生核心能力各方面均优于对照组,差异均有统计学意义(χ^(2)=19.47、47.56、26.81、39.25、21.91,P<0.001)。结论:将BOPPPS联合CBL模式应用于护理专科护理综合实训教学中可以帮助学生理论联系实际,提高学生学习成绩,培养其自主学习能力,拓展临床思维,增强学生综合素质。
Objective:To explore the application effect of BOPPPS case-based learning(CBL)in the teaching of comprehensive nursing training.Methods:A total of 180 students from the 2021 nursing specialty of the school were randomly selected as the research group,and 176 students as the control group.The control group adopted traditional teaching method,the research group adopted BOPPPS combined with CBL.The two groups were compared in terms of academic performance,comprehensive quality,teaching effect,classroom satisfaction,and core competence.Results:The pre-test score of the students in the research group was lower than the post-test score was(87.52±1.53)points,and the difference was statistically significant(t=5.85,P<0.05).The research group was significantly higher than the control group in terms of theory and skill performance,and the difference was statistically significant(t=6.11,6.35;P<0.05).In the results of the preliminary round,semi-final and final,the entry rate of the research group was higher than that of the control group.The recognition of teaching effects among the students in the research group was superior to that of the control group in terms of awareness of learning objectives,active classroom atmosphere,active previewing before class,assistance from clinical practice,and being important for the future.The differences were statistically significant(χ^(2)=4.47,7.90,14.53,16.00,16.60;P<0.05).The core abilities of the students in the research group were superior to those in the control group in all aspects,and the difference was statistically significant(χ^(2)=19.47,47.56,26.81,39.25,21.91;P<0.001).Conclusion:The BOPPPS combined with CBL can improve students’academic performance,learning initiative,core competence,ability to deal with difficult problems and classroom satisfaction,and can be applied as a new teaching method in daily teaching.
作者
王润洁
杨佳佳
沈艳
洪宝珍
Wang Runjie;Yang Jiajia;Shen Yan(School of Nursing,Anqing Medical College,Anqing,Anhui,246000,China)
出处
《黑龙江医学》
2025年第18期2243-2246,共4页
Heilongjiang Medical Journal
基金
安徽省教育厅高等学校省级质量工程(2021jyxm0888)
安徽省高等学校科学研究(人文社会科学类)项目(SK2021A0885)。
