标题：翻转式教学在介入治疗护理学教学中的实践与研究

      作者：刘梅讯 1，彭贵海 2，孔燕 3
    (1.湖北医药学院附属太和医院医学影像中心，湖北 十堰 442000；
2.湖北医药学院附属太和医院心内科，湖北 十堰 442000；
3.新疆医科大学语言文化学院公共英语教研室，新疆 乌鲁木齐 830046)

      卷次： 2016年27卷6期

      【摘要】 目的 探讨翻转式教学在介入治疗护理学教学中应用的可行性。方法 选取某护理学院2013级本
科护生140人，采用简单随机抽签法分为实验班和对照班各70人。于2015年2~6月对实验班开展介入治疗护理学
翻转式教学，与此同时在对照班则只按照传统模式教学。比较两个班的护生对两种教学模式的满意度、自主学习
能力以及介入治疗护理学考试成绩的差异。结果 ①实验班对教学设计的满意度为91.43%，明显高于对照班的
62.83%，差异有显著统计学意义(P<0.01)；②与对照班比较，实验班自主学习第1、5维度及总评分分别为(53.14±4.82)
分、(51.44±4.76)分及(236.31±21.15)分，显著高于对照班的（48.01±4.06）分、(46.55±3.84)分及(225.07±19.93)分，差异均
有显著统计学意义(P<0.01)；③实验班介入治疗护理学成绩及格、80~89分和≥90分的人数分别为62人(88.57%)、15人
(21.43%)、9人(12.86%)，均高于或多于对照班的48人(68.57%)、7人(10.00%)、1人(1.43%)，差异均有统计学意义(P<
0.01)。结论 翻转课堂模式能明显提高介入治疗护理学的教学效果，它适用于介入治疗护理学的教学。

      【关键词】 介入治疗；护理学；教学；翻转课堂

      【中图分类号】 R471 【文献标识码】 C 【文章编号】 1003—6350（2016）06—1013—04


Practice of flipped classroom model in teaching of nursing for interventional therapy.
LIU Mei-xun 1, PENG
Gui-hai 2, KONG Yan 3. 1. Medical Imaging Center, Taihe Hospital Affiliated to Hubei University of Medicine, Shiyan
442000, Hubei, CHINA; 2. Department of Cardiology, Taihe Hospital Affiliated to Hubei University of Medicine, Shiyan
442000, Hubei, CHINA; 3. Public English Teaching-Research Office, College of Language Culture, Xinjiang Medical
University, Urumchi 830046, Xinjiang, CHINA

【Abstract】 Objective To investigate the feasibility of flipped classroom model in the teaching of nursing for
interventional therapy. Methods Totally 140 undergraduates recruited in a nursing college in 2013 were included in the
trial, which were divided into an experimental class and a control class randomly by drawing lots, with 70 students each.
From Feb. 2015 to Jun. 2015, flipped classroom model was adopted for the teaching of interventional therapy-related
nursing in the experimental class. Meanwhile, teaching of traditional model was conducted in the control class. The dif-
ferences in satisfaction, independent learning ability and the examination results of interventional therapy nursing were
compared between the two classes. Results ① The satisfaction for the teaching design in the experimental class was
91.43%, significantly higher than that in the control class of 62.83% (P<0.01). ② In comparison to the control class, the
score at first, fifth dimension and the overall score (points) of independent learning in experimental class were (53.14±4.82),
(51.44±4.76), (236.31±21.15), respectively, which were significantly higher than those in the control class of (48.01±
4.06), (6.55±3.84), (225.07±19.93), with statistically significant difference (P<0.01).③ For the examination results of in-
terventional therapy nursing, the number of students passing the examination, with scores of 80~89, and with scores
more than 90 in the experimental class were 62 (88.57%), 15 (21.43%), 9 (12.86%), respectively, which were significant-
ly higher than those in the control class of 48 (68.57%), 7 (10.00%), 1 (1.43%), with statistically significant difference
(P<0.05). Conclusion Flipped classroom model can significantly improve the teaching effect of nursing for interven-
tional therapy, and it is applicable to the teaching of interventional therapy-related nursing.

      【Key words】 Interventional therapy; Nursing; Teaching; Flipped classroom
·医学教育·
6350.2016.06.055