Application of “Learning by Doing” in the Teaching of Obstetrics and Gynecology Nursing for Undergraduate Nursing Students
-
摘要:
目的 探讨“做中学”学习理论与方法在护理本科《妇产科护理学》教学中的应用。 方法 通过在护理本科《妇产科护理学》教学中设置实验组151名学生、对照组152名学生，实践“做中学”并对教学效果进行评估。 结果 实验组学生对护理本科《妇产科护理学》教学中开展“做中学”持肯定态度（P < 0.05），理论与技能考试成绩均高于对照组，并取得了良好实践成果。 结论 通过对实验组、对照组的理论与技能考试成绩对比，实验组均分高于对照组（P < 0.05），“做中学”在护理本科《妇产科护理学》教学中的应用提升了学生自主学习能力，赋能了学生创新协同成长。 Abstract:Objective To explore the application of the "learning by doing" learning theory and methods in the teaching of Obstetrics and Gynecology Nursing for undergraduate nursing students. Method By setting up an experimental group of 151 students and a control group of 152 students in the teaching of Obstetrics and Gynecology Nursing for undergraduate nursing students, practicing "learning by doing" and evaluating the teaching effect. Result The experimental group students held a positive attitude towards the implementation of "learning by doing" in the teaching of Obstetrics and Gynecology Nursing for undergraduate nursing students （P < 0.05）, with higher scores in both theoretical and skill exams than the control group, and achieved good practical results. Conclusion By comparing the theoretical and skill exam scores of the experimental group and the control group, the experimental group had a higher average score than the control group （P < 0.05）. The application of "learning by doing" in the teaching of Obstetrics and Gynecology Nursing for undergraduate nursing has improved students' self-learning ability and empowered their innovative and collaborative growth. -
Key words:
- Learn by doing /
- Bachelor of nursing /
- Obstetrics and gynecology nursing /
- Teaching
-
表 1 对照组、实验组学生对学习过程的评价（n = 303）
Table 1. Evaluation of the learning process by students in the control group and experimental group（n = 303）
题目 配对（$ \bar x \pm s $） 差值
（实验组-对照组）t P 实验组（n=151） 对照组（n=152） 您对当前教学方法感兴趣的程度如何？ 3.94±0.92 3.07±1.36 0.88 5.838 0.000** 您对当前教学方法的认可程度如何？ 3.98±0.95 3.25±1.29 0.74 4.634 0.000** 您认为当前教学方法是否有助于回顾和应用以往所学知识？ 3.88±0.90 3.35±1.36 0.53 3.377 0.001** 您对当前教学方法帮助您理解和记忆所学知识的程度如何？ 3.94±0.96 3.25±1.31 0.69 4.247 0.000** 您认为当前教学方法对您的自我挑战程度如何？ 3.65±0.94 3.40±1.31 0.25 1.660 0.100 您对当前教学方法下自己完成的作品满意程度如何？ 3.91±0.96 3.29±1.27 0.61 4.115 0.000** *P < 0.05；**P < 0.01。 
下载: 导出CSV
表 2 2组学生《妇产科护理》课程理论成绩比较（分，$\bar x \pm s $）
Table 2. Comparison of theoretical grades of two groups of students in the course of Obstetrics and Gynecology Nursing （scores，$\bar x \pm s $）
性别（n=303） F P 女 男 实验组成绩 70.13±4.90 69.44±5.00 0.511 0.476 对照组成绩 63.89±5.32 62.12±5.24 3.456 0.065 *P < 0.05；**P < 0.01。
下载: 导出CSV
表 3 2组学生《妇产科护理》课程技能成绩比较（分，$\bar x \pm s $）
Table 3. Comparison of Skill Scores in the Course of Obstetrics and Gynecology Nursing between Two Groups of Students （points，$\bar x \pm s $）
性别（n=303） F P 女 男 实验组成绩 68.50±6.13 69.00±5.35 0.200 0.656 对照组成绩 63.69±6.26 61.56±6.81 3.259 0.074 *P < 0.05；**P < 0.01。
下载: 导出CSV
-
[1] Alexis Clarisse M. Mapa. The Development of Future-proof Learning Materials for Learners with Difficulty in Applying Knowledge[J]. American Journal of Educational Research,2023,11(5):316-320. [2] 许尔善,蒲雁,李荔,等. 近5年我国高校护理教学研究现状及热点分析[J]. 卫生职业教育,2023,41(24):139-142. [3] 黎丽莎,罗琳雪,陈丽芬,等. 新医科背景下基于校院合作的妇产科护理学混合式教学模式学生学习体验的质性研究[J]. 临床医学研究与实践,2024,9(13):182-186. [4] 刘玮. 高校护理教育与临床实践衔接影响因素及策略[J]. 教育教学论坛,2023, (9):48-51. [5] 包芳萍,周凤,张操,等. 沉浸式“做中学”提高非麻醉专业住院医师在麻醉科的学习效果[J]. 全科医学临床与教育,2022,20(12):1101-1104. [6] Yue Liu,Shuhua Wang. Integration of simulation-based learning in obstetrics and gynecology nursing education: A systematic review[J]. Nurse Education Today,2023,129:105654. [7] 刘晓蓓. 基于校企合作模式下高校护理实践教学培养体系研究[J]. 湖北开放职业学院学报,2021,34(19):127-128. doi: 10.3969/j.issn.2096-711X.2021.19.059 [8] Kausar,R. ,& Munir,R. Nursing process performance measurement tool based on bloom's revised taxonomy: A validity and reliability analysis. [J] Nurse Education in Practice,2024, 74: 104165. [9] 梁湘华. 高校护理教学理论与实践脱节的再思考[J]. 山西青年,2021, (19):145-146. [10] 陈思羽,戴小红,谢颖,等. 基于SPOC的混合式教学在妇产科护理学中的应用[J]. 华夏医学,2021,34(05):160-162. [11] Taylor TAH,Kemp K,Mi M,Lerchenfeldt S. Self-directed learning assessment practices in undergraduate health professions education: A systematic review[J]. Med Educ Online,2023,28(1):2189553. [12] 刘乔. “教学做合一”理论在基础护理学实训教学中的应用[J]. 现代职业教育,2021(38):198-199. [13] 张方,张淑艳,郭静,等. 基于“做中学”理论的翻转课堂模式在社区护理实训教学中的应用[J]. 卫生职业教育,2020,38(06):90-91. [14] Carpenter J ,Fitzpatrick J J . Innovativeness of nurse leaders in an academic health system[J]. Nursing Management (Springhouse),2024,55(9): 30-35. [15] Scheub J R ,Ardeshna S M ,Randle J H ,et al. Survey of Medical Trainees Indicates a Need for Increased Access to Obstetrics and Gynecology Care. [J]. Cureus,2024,16(8): e67242. [16] 杨婵娟,马星,李安琪. 高校护理教育理论与实践脱节的相关思考 [J]. 家庭生活指南,2020,(3): 40+55. [17] 覃向梅,朱虹,张莉莉. 高校护理教育改革的实践与效果分析[J]. 科学咨询(科技·管理),2020, (3):1-2. [18] 刘瑶. 混合式教学法在高校“护理学基础实训教程”课程教学中的应用策略研究[J]. 教师,2024, (27):123-125. doi: 10.3969/j.issn.1674-120X.2024.27.043 [19] 吴超. 精准护理理念下高校护理教学改革的思考[J]. 学周刊,2024, (19):21-24. [20] 刘小溪. 仿真模拟护理实训在高校护理教学中的应用探究[J]. 山西青年,2024, (6):87-89. doi: 10.3969/j.issn.1006-0049.2024.6.sxqn202406028 [21] 陈蕾. 新医科背景下高校护理学专业创新型人才培养策略研究[J]. 产业与科技论坛,2022,21(22):119-121. doi: 10.3969/j.issn.1673-5641.2022.22.048 -
