SPOC+PBL+理实一体化教学模式在中职内科护理课程中的应用

The application of SPOC+PBL+Theory-Practice Integration teaching mode in internal medicine nursing courses of secondary vocational schools

摘要

探讨SPOC+PBL+理实一体化教学模式在中职内科护理教学实践中的应用效果.随机抽取锦州市卫生学校2023级护理专业4个班级学生作为研究对象,其中2个班级作为实验组,采用SPOC+PBL+理实一体化教学模式,另2个班级作为对照组,采用传统教学模式,比较2组学生的理论成绩、护理技能,以及实验组教学前后的自主学习能力和教学满意度.结果表明:实验组的理论成绩、护理技能成绩均显著高于对照组(P<0.05),实验组教学后信息素质、学习合作能力、自我管理能力、学习动机4项得分及总评分均显著高于教学前(P<0.05).SPOC+PBL+理实一体化教学模式应用于中职内科护理教学,能激发学生学习兴趣,提高教学质量.

Abstract

To explore the application effect of the SPOC+PBL+Theory-Practice Integration teaching mode in the teaching practice of internal medicine nursing in secondary vocational schools, students from four classes of 2023 nursing major at Jinzhou Health School were randomly selected as the research subjects. Among them, two classes were assigned to the experimental group, which adopted the SPOC+PBL+Theory-Practice Integration teaching mode, while the other two classes served as the control group, which received the traditional teaching mode. The two groups were compared in terms of the students' theoretical scores and nursing skills. In addition, the experimental group's autonomous learning ability and teaching satisfaction were compared before and after the teaching intervention. The results indicated that the experimental group achieved significantly higher theoretical scores and nursing skills scores than the control group (P<0.05). For the experimental group, the post-teaching scores in four dimensions including information literacy, learning cooperation ability, self-management ability and learning motivation, and the total score were all significantly higher than those of pre-teaching (P<0.05). The application of the SPOC+PBL+Theory-Practice integrated teaching mode in secondary vocational internal medicine nursing teaching can stimulate students' learning interest and improve teaching quality.

关键词

SPOC / PBL / 理实一体化 / 内科护理

Key words

SPOC / PBL / theory-practice integration / medical nursing

参考文献

[1] 中共中央国务院 印发《教育强国建设规划纲要(2024—2035年)》[A/OL].(2025—01—19)[2025—05—13]. https://www.gov.cn/gongbao/2025/issue_11846/202502/content_7002799.html.

[2] 中共中央办公厅 国务院办公厅 印发《关于推动现代职业教育高质量发展的意见》[A/OL].(2021—10—12)[2025—05—14]. https://www.gov.cn/gongbao/content/2021/content_5647348.htm.

[3] 国家发展改革委等部门 关于印发《职业教育产教融合赋能提升行动实施方案(2023—2025年)》的通知:发改社会〔2023〕699号[A/OL].(2023—06—13)[2025—05—20]. https://www.ndrc.gov.cn/xxgk/zcfb/tz/202306/P020230613309060086035.pdf.

[4] 中共中央国务院 印发《“健康中国2030”规划纲要》[A/OL].(2016—10—25)[2025—01—22]. https://www.gov.cn/gongbao/content/2016/content_5133024.htm.

[5] 陈爱雅, 陈俊谦. 理实一体化教学模式下学前教育专业理论课程教学改革研究[J]. 教育观察, 2024, 13(27): 112-114.

[6] 袁晓玲, 孙彦彦, 吴佳, 等. 翻转课堂在成人护理学课程中的应用[J]. 中华护理教育, 2021, 18(5): 416-420.

[7] 张喜琰, 李小寒. 护理专业学生自主学习能力测评工具的研制[J]. 护理研究, 2009, 23(7): 639-640.

基金资助

2024年度锦州市教育科学“十四五”规划项目(JG24YB107)