引用本文:陈玲玲1 彭贵海1 王丹舟1 方侃2.混合式BOPPPS在内科护理学教学中的应用[J].中华医学教育探索杂志,2019,18(9):936~
混合式BOPPPS在内科护理学教学中的应用
Application of blended BOPPPS teaching model in the teaching of internal nursing
DOI:
中文关键词:  BOPPPS教学  内科护理学  形成性评价  教学目标  参与式学习
英文关键词:BOPPPS teaching  Internal medicine nursing  Formative evaluation  Teaching objectives  Participatory learning
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作者单位
陈玲玲1 彭贵海1 王丹舟1 方侃2 1湖北医药学院附属太和医院心内科十堰 4420002湖北医药学院附属太和医院护理部十堰 442000 
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中文摘要:
      目的 探讨混合式BOPPPS教学在内科护理学教学中的应用效果。方法 选取湖北医药学院2014级护理学本科生80人,采用数字表法随机分为教改班、对照班,每班各40人。于2017年2至7月在教改班实施混合式BOPPPS教学,同时在对照班进行传统教学。实验结束时,对两个班进行教学设计满意度调查、自主学习能力检测及内科护理学学习水平测试。采用SPSS 20.0软件进行统计分析,两个班之间计数资料比较用卡方检验,而计量资料比较用t检验。结果 ①教改班对教学设计的满意度为34人(85.0%),明显高于对照班的29人(72.5%),差异有统计学意义。②教改班自主学习各维度及总评分分别为(53.1±5.1)(52.4±4.8)(52.2±4.7)(51.9±4.7)(51.2±4.9)及(260.8±24.2),均明显高于对照班的(48.6±4.3)(49.9±4.3)(49.7±4.1)(47.6±4.0)(47.1±3.9)及(242.9±20.6),差异均有统计学意义。③教改班平时考核、理论考试成绩及内科护理学总成绩分别为(26.1±2.3)(55.4±5.2)(81.5±7.5)分,均明显高于对照班的(23.7±1.9)(52.6±4.6)(76.3±6.5)分,均有统计学差异。结论 混合式BOPPPS教学以学生为中心,狠抓学生的注意力、参与式学习及目标达成,能够大面积提高学生的满意度、自主学习能力和内科护理学学习水平。
英文摘要:
      Objective To explore the application and effect of blended BOPPPS teaching mode in medical nursing teaching. Methods A total of 80 nursing undergraduates of Grade 2014 in Hubei Medical University were divided randomly into teaching reform class and control class, with 40 students in each class. From February 2017 to July 2017, BOPPPS teaching was implemented in the teaching reform class, while traditional teaching was conducted in the control class. At the end of the experiment, Students in the two classes had questionnaire on the satisfaction of the teaching design, tests for self-learning ability and medical nursing level. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by chi-square test, while measurement data were compared by t test. Results ①The number of students who were satisfied in the teaching reform class was 34 (85.0%), which was significantly higher than that of the control class (29, 72.5%). The difference has statistical significance. ②The self-learning dimensions and total score of the teaching reform class were (53.1±5.1), (52.4±4.8), (52.2±4.7), (51.9±4.7), (51.2±4.9) and (260.8±24.2), respectively, which were significantly higher than (48.6±4.3), (49.9±4.3), (49.7±4.1), (47.6±4.0), (47.1±3.9), and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments, theoretical examinations, and internal medicine education in the reform class were (26.1±2.3), (55.4±5.2), and (81.5±7.5) respectively, which was obviously higher than that(23.7±1.9), (52.6±4.6), (76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01). Conclusions The blended BOPPPS teaching focuses on the students, pays close attention to the students' attentiveness, participatory learning and goal achievement. This teaching model can improve students' satisfaction, self-learning ability and medical nursing study in a large extent.
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