| 单亚维,周雪美,祁雯雯,刘晓.心理情景剧翻转教学设计在《精神科护理学》混合式教学中的应用研究[J].上海护理,2023,23(12): |
| 心理情景剧翻转教学设计在《精神科护理学》混合式教学中的应用研究 |
| Construction and evaluation of a blended psychiatric nursing curriculum with psychological sitcom in flipped classroom |
| 投稿时间：2023-03-02 修订日期：2023-08-27 |
| DOI： |
| 中文关键词: 精神科护理学 混合式教学 翻转课堂 心理情景剧 |
| 英文关键词:Nursing in psychiatry Blended teaching Flipped classroom Psychological sitcom |
| 基金项目:上海中医药大学第二十一期课程建设重点项目(SHUTCM2022KC21)、虹口区卫生健康委员会中医药科研课题(HKQ-ZYY-2020-23)；上海市青年科技英才“扬帆计划”(20YF1449400)；国家自然科学基金青年项目(72204165) |
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| 中文摘要: |
| 目的 探析融入心理情景剧翻转教学的《精神科护理学》混合式教学效果。方法 采用对照试验的研究设计，以本科二年级护理学生对授课对象，以选课班为分组单位分成混合式教学试验组（42名）与传统课堂教学对照组（84名）。试验组采用线上线下混合式教学方案，包括12课时传统课堂教学、8课时在线学习、8课时翻转课堂，翻转课堂融入心理情景剧与以问题为导向学习的课堂设计。采用课程闭卷考核成绩反映学生的精神科知识掌握度，心理负荷量表评价课程学习难度与体验，课程满意度评价表评价学习满意度。结果 126位护理学生均完成课程学习和期末闭卷考核，试验组考核成绩为（27.99±4.05）分，对照组为（25.83±4.17）分，组间差异具有统计学意义（t=2.46, P =0.016）。课程学习心理负荷水平，试验组为（47.51±13.55）分，对照组为（58.83±11.10）分，组间差异具有统计学意义（t=-4.77, P <0.001）；课程满意度评价试验组为（52.98±7.93），对照组为（52.96±7.29），组间不具统计学差异（t=0.011, P =0.991）。结论 以心理情景剧翻转教学为核心设计的《精神科护理学》混合式教学在减轻学习负荷的同时可显著提高学生的成绩，具有良好的课程满意度。 |
| 英文摘要: |
| Objective This study evaluated the effectiveness of a blended teaching design with psychological sitcom flipped classroom in psychiatric nursing. Methods A controlled trial with 42 nursing students in the intervention group and 84 students in the controlled group were conducted. The intervention included 12 class hours traditional classroom teaching, 8 hours online learning, and 6 class hours flipped classroom teaching. The flipped classroom was designed with the element of psychological sitcom and problem-based learning. The controlled group accepted the traditional classroom teaching. The outcomes were evaluated by the exam score (learning performance), mental workload and learning satisfaction. Results A total number of 126 nursing students was enrolled and completed the courses. Statistical analysis showed a significant difference in learning performance between groups (t=2.46, P =0.016), that were intervention group (27.99±4.05) significantly higher than controlled group (25.83±4.17). In addition, mental workload of the learning were lower in the intervention group (47.51±13.55 vs 58.83±11.10, t=-4.17, P<0.001). The satisfaction of learning was not statistically different between groups (52.98±7.93 vs 52.96±7.29, t=0.43, P=0.670). Conclusion This blended teaching with flipped classroom could improve students’ learning performance while reduce the mental workload, improved to be high satisfaction. |
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