本文選題：高校護生　切入點：SPOC　出處：《南方醫(yī)科大學》2017年碩士論文　論文類型：學位論文

【摘要】：研究背景網(wǎng)絡(luò)在線學習環(huán)境日益成熟,我國高等教育以前所未有的速度實現(xiàn)了跨越式的發(fā)展。與此同時,慕課大潮的涌入為教學改革帶來了重要機遇。世界開放與遠程教育理事會也提出:線上與線下相結(jié)合的混合學習方式漸成主流學習形式,是開放與遠程教育發(fā)展的五大趨勢之一。在慕課背景下,在各高校大力支持混合式教學之際,進行護理專業(yè)混合式教學改革已經(jīng)拉開序幕�！督】翟u估》是高校護理學專業(yè)的主干課程之一,也是本校國家級精品資源共享課。該課程既有理論學習又有實踐訓練,是溝通護理基礎(chǔ)課程和專業(yè)課程的橋梁。通過本課程學習健康評估的內(nèi)容和方法、護理診斷思維方法,以期識別健康問題,提出護理診斷,為制定正確的護理措施提供依據(jù)。利用混合式教學法,能否更有效地提高學生自學意識和團隊合作意識、提高護理專業(yè)學生的學習成績,這是我們進行研究的原因和動力。研究目的了解我校護生對基于本校Moodle平臺《健康評估》課程的需求情況;進行健康評估混合式教學的設(shè)計和實施,研究混合式教學與傳統(tǒng)課堂教學效果的差異。明確哪種教學方式更有助于提高學生成績與實踐能力,以及提高學生的自學意識和團隊合作能力。為進行護理專業(yè)混合式教學提供一些合理的參考依據(jù)與實踐經(jīng)驗。對象與方法1研究對象1.1前期研究對象納入標準:(1)南方醫(yī)科大學護理專業(yè)學生(2)自愿參加問卷調(diào)查1.2后期研究對象(1)南方醫(yī)科大學二年級148名本科護理學生。(2)試驗組72人(女66人,男6人),對照組76人(女70人,男6人)。兩組學生在年齡(試驗組:20.90±1.04,對照組:20.64±0.99)、上學期平均成績(試驗組:77.24±4.89,對照組:77.68±5.01)均無統(tǒng)計學差異(P0.05)。2.研究方法2.1問卷調(diào)查法編制《高校護生對Moodle平臺健康評估課程需求情況調(diào)查》(見附錄1)對530名護生進行了調(diào)查,以及編制《護生對健康評估課程學習滿意情況調(diào)查表》(見附錄2)對148名護生進行調(diào)查。2.2實驗研究法課題團隊歷時近一年半設(shè)計制作Moodle平臺健康評估課程并實施,試驗組接受以Moodle平臺為基礎(chǔ)的混合式教學,對照組接受面對面?zhèn)鹘y(tǒng)式課堂教學。2.3統(tǒng)計方法主要采用百分比和均數(shù)±標準差進行基本情況描述,用兩獨立樣本t檢驗進行進一步分析。P0.05為差異具有統(tǒng)計學意義。結(jié)果前期調(diào)查中,65.6%的護生對于Moodle平臺建立健康評估課程表現(xiàn)出了明確的支持態(tài)度;在后期的分組教學實踐中,兩組護生測驗成績(試驗組73.23±2.65;對照組 69.45±6.56)、操作成績(試驗組 90.17 ±8.36;對照組 86.20±8.16)、理論成績(試驗組69.85 ±7.35;對照組66.70±9.21)以及總成績(試驗組79.32±4.86;對照組76.60 ±6.17),試驗組平均成績高于對照組,且差異均具有統(tǒng)計學意義(P0.05)。教學滿意情況、學習效果、自學狀態(tài)、操作實踐、團隊協(xié)作方面,試驗組滿意得分高于對照組,且差異有統(tǒng)計學意義(P0.05)。結(jié)論在高校護理專業(yè)課程教學方式的研究實踐中,基于Moodle平臺的混合式教學效果優(yōu)于傳統(tǒng)單一面對面課堂授課的教學方式;混合學習組學生的操作與理論成績、自學和團隊協(xié)作意識等方面提高的比例高于傳統(tǒng)授課組。學校和教師應(yīng)在以激發(fā)學生自主學習意識的前提下,在課程形式、內(nèi)容設(shè)計、考核等方面結(jié)合實際情況采納學生的合理建議進行進一步的完善,更好地進行混合式學習教學改革。
[Abstract]:On the background of the online learning environment increasingly mature, the higher education of our country with hitherto unknown speed to achieve leapfrog development. At the same time, bring important opportunities for mu tide into the teaching reform of open and distance education in the world. The Council also proposed: blended learning online and offline combination has gradually become the mainstream form of learning, is one of the five major trends in the development of open and distance education. In the Mu class background, all colleges and universities in support of hybrid teaching as mixed type nursing teaching reform has been kicked off. The nursing health assessment "is one of the major professional courses, but also the national excellent resource sharing course. The course has both theoretical learning and practical training, nursing is a bridge between basic courses and specialized courses. Course contents and methods of learning through the health assessment, nursing diagnosis. In order to identify the method of dimension, health problems, put forward nursing diagnosis, provide the basis for making the correct nursing measures. By using the mixed type teaching method, can effectively improve students' self-learning awareness and team awareness, improve nursing students' learning achievement, this is the reason and motivation for research. We study objective to investigate the nursing the evaluation of the school curriculum requirements > Moodle < health based on my school; the design and implementation of health assessment of blended learning, the difference of Hybrid Teaching and traditional classroom teaching. More clearly what kind of teaching method can improve students' achievement and practice ability, and improve students' self-learning awareness and team cooperation ability. Provide some reasonable references and practical experience for hybrid nursing teaching. Subjects and methods 1 subjects 1.1 pre study inclusion criteria: (1) Nursing students in Southern Medical University (2) voluntarily participate in the study questionnaire of late 1.2 (1) the second grade of Southern Medical University 148 undergraduate nursing students. (2) experimental group of 72 people (66 female, 6 male), the control group of 76 people (70 female, 6 male). The two groups of students in age (test group: 20.90 control group: 20.64 + 1.04, + 0.99), average scores of last semester (the test group: 77.24 control group: 77.68 + 4.89, + 5.01) there was no significant difference (P0.05).2. research methods 2.1 questionnaire compiled "college nursing students on the Moodle platform of health assessment course requirements Survey > (see Appendix 1) conducted a survey of 530 nursing students and nursing students to formulate" the health assessment course learning satisfaction questionnaire > (see Appendix 2) of 148 nursing students were investigated by.2.2 experimental project team lasted nearly a year and a half Moodle platform design and implementation of the health assessment course, the test group received to Moodle Hybrid based teaching platform, the control group received traditional face-to-face classroom teaching mainly adopts the statistical method of.2.3 percentage and standard deviations were used to describe the basic situation, further analysis of.P0.05 had significant difference with two independent samples t test. The results of the preliminary investigation, 65.6% students for the Moodle platform for the establishment of health the curriculum evaluation showed clear support attitude; in group teaching practice in the late, two groups of nursing students test scores (test group 73.23 + 2.65; control group 69.45 + 6.56), operating results (test group 90.17 + 8.36; control group 86.20 + 8.16), theoretical results (test group 69.85 + 7.35; control group 66.70 + 9.21) and total score (test group 79.32 + 4.86; control group 76.60 + 6.17), average scores of the experimental group than the control group, and the differences were statistically significant (P0.05). The satisfaction of teaching, learning, self Learn, practice, teamwork, satisfaction in experimental group were higher than that of control group, and the difference was statistically significant (P0.05). The research conclusion in practice teaching of nursing professional curriculum in Colleges and universities, better than the hybrid teaching effect Moodle platform of traditional single side across the classroom teaching mode based on theory of mixed operation and performance; the group of students learning, self-study and teamwork and other aspects of improving the proportion is higher than the traditional teaching group. Schools and teachers should be in the premise to stimulate students' autonomous learning consciousness, in the course of form, content design, assessment and other aspects combined with the actual situation of the students to adopt reasonable suggestions for further improvement, better hybrid study of teaching reform.

【學位授予單位】：南方醫(yī)科大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：R47-4;G434

【參考文獻】

相關(guān)期刊論文 前10條

1 董明;孫源博;李悅;楊坤;鄒立娜;陳爽;;微課與慕課融合教學模式在護生臨床實習階段的應(yīng)用探討[J];中國醫(yī)學教育技術(shù);2017年02期

2 陳素貞;周家梅;江智霞;魏其梅;蔣德玉;羅丹;;混合式學習理念在翻轉(zhuǎn)課堂教學中的應(yīng)用研究[J];護理研究;2017年05期

3 楊芬紅;蔣雯音;;基于微課的護理計算機基礎(chǔ)課程混合式教學研究[J];中國醫(yī)學教育技術(shù);2017年01期

4 高巖;張艷云;;混合式教學應(yīng)用于護理心理學課程改革實踐探索[J];全科護理;2016年34期

5 王慶華;王鳳;;混合式學習法在護理倫理學教學中的應(yīng)用[J];衛(wèi)生職業(yè)教育;2016年23期

6 杜世純;傅澤田;;混合式學習探究[J];中國高教研究;2016年10期

7 王凌燕;于紀;;基于微信平臺輔助內(nèi)科護理學PBL教學模式的研究[J];通訊世界;2016年19期

8 李春艷;;“護理學基礎(chǔ)”SCH-SPOC教學模式探討——基于“名師空間課堂”[J];當代教育理論與實踐;2016年09期

9 吳利平;葛虹;朱麗;王秀邦;;基于網(wǎng)絡(luò)資源的混合式學習在外科護理學中的應(yīng)用[J];包頭醫(yī)學院學報;2016年08期

10 趙夢媛;;護理�？粕鷮Α澳秸n”認知的現(xiàn)狀調(diào)查[J];社區(qū)醫(yī)學雜志;2016年13期

相關(guān)碩士學位論文 前3條

1 艾賢明;基于MOOC的高�；旌蠈W習模式研究[D];西華師范大學;2016年

2 張愛麗;地方高校課程資源配置研究[D];山東師范大學;2015年

3 熊小麗;基于混合學習理念的大學教學改革研究[D];廣西師范學院;2014年

，

本文編號：1567512