Promoting learning gains and practical ability of nursing students: the construction and empirical research of inquiry learning community

Yang Bing; Li Fuying; Xie Shiqi; Zhang Yunmei; Yang Siyuan; Mou Shaoyu; Liu Weichu

doi:10.3760/cma.j.cn116021-20200901-01200

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Promoting learning gains and practical ability of nursing students: the construction and empirical research of inquiry learning community

Nursing Education Study | 更新时间：2023-04-14

- Promoting learning gains and practical ability of nursing students: the construction and empirical research of inquiry learning community
- Chinese Journal of Medical Education Research Vol. 22, Issue 2, Pages: 315-320(2023)
- 作者机构：
  
  1.重庆医科大学附属口腔医院护理部，重庆　401147
  2.重庆医科大学护理学院，重庆400016
  3.重庆医科大学附属第一医院妇产科，重庆　400016
- 作者简介：
  
  Liu Weichu, Email: 202963@hospital.cqmu.edu.cn
- 基金信息：
  
  Chongqing Municipal Education Science Planning Office Fund Project(2016-GX-036);Chongqing Medical University Education and Teaching Reform Research Project(JY180328;xyjg210202)
- DOI：10.3760/cma.j.cn116021-20200901-01200
  CLC： R47
- Published：20 February 2023，
  
  Received：01 September 2020，
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杨冰, 李福英, 谢世麒, 等. 促进护生学习获得感和实践能力：探究式学习社区的构建及实证研究[J]. 中华医学教育探索杂志, 2023, 22(2): 315-320.

Yang Bing, Li Fuying, Xie Shiqi, et al. Promoting learning gains and practical ability of nursing students: the construction and empirical research of inquiry learning community. [J]. Chinese Journal of Medical Education Research 22(2):315-320(2023)
杨冰, 李福英, 谢世麒, 等. 促进护生学习获得感和实践能力：探究式学习社区的构建及实证研究[J]. 中华医学教育探索杂志, 2023, 22(2): 315-320. DOI： 10.3760/cma.j.cn英文已校 202007197杨冰YYT-返修搞.

Yang Bing, Li Fuying, Xie Shiqi, et al. Promoting learning gains and practical ability of nursing students: the construction and empirical research of inquiry learning community. [J]. Chinese Journal of Medical Education Research 22(2):315-320(2023) DOI： 10.3760/cma.j.cn116021-20200901-01200.

摘要

目的

在《护理临床综合实验》课程中构建以学习体验为中心的探究式学习社区，验证该教学模式对护生学习获得感和实践能力的影响。

方法

纳入重庆医科大学护理专业本科三年级的132名学生，使用Minitab 14.0软件将参与者随机分配到学习社区组（

=69）和对照组（

=63）。学习社区组学生构建按照课程地图进行线上自主学习、小组主题讨论和技能练习相结合的探究式学习社区；对照组接受线下理论讲授、操作示教及技能练习这种以教师为主导的教学模式。教学干预后两组学生均接受学习收获评估问卷调查及综合实验能力测评。使用SPSS 23.0进行卡方检验或配对

检验。

结果

与对照组相比，学习社区组学生报告学习获得感增强（

0.001，Cohen

=0.97），子条目显示对学习内容的理解（

0.001，Cohen

=1.22）、课程总体情况（

0.001，Cohen

=0.90）、课程活动（

0.001，Cohen

=0.83）、获取的信息（

0.001，Cohen

=1.16）效应值差异有统计学意义。学习社区组学生综合实验的实践能力测评总分明显提升（

=0.005，Cohen

=0.51），其中实验情景演示（

=0.002，Cohen

=0.55）及实验效果（

=0.006；Cohen

=0.49）均优于对照组，两组学生在实验准备和案例分析表现上差异无统计学意义。

结论

在护理临床综合实验中创建探究式学习社区可有效增进学生的学习获得感并促进临床实践能力的提升。

Abstract

Objective

To develop an inquiry learning community centered on learning experience in the course of

Nursing Clinical Comprehensive Experiment

to verify the influence of this teaching mode on the learning gains and practical ability of nursing students.

Methods

A total of 132 undergraduate nursing students form grade 3 in Chongqing Medical University were enrolled. The participants were randomly assigned to a learning community group (

= 69) and a control group (

= 63) using Minitab 14.0 software. The students in the learning community group adopted the inquiry learning community mode in accordance with the curriculum map for online self-learning

group discussion and skills practice

while the control group received the teacher-led teaching mode for offline theory teaching

operation teaching and skills practice. After the teaching intervention

both groups of students received the assessment questionnaire of learning gains and the comprehensive experimental ability evaluation. Chi-square test or paired

-test was performed using SPSS 23.0.

Results

Compared with the control group

students in the learning community group reported that their sense of learning gain was enhanced (

0.001

Cohen

=0.97); sub-items showed that the effect size for the understanding of learning content (

0.001

Cohen

=1.22)

the overall course situation (

0.001

Cohen

=0.90)

the course activities (

=0.000

Cohen

=0.83)

and the information obtained (

0.001

Cohen

=1.16) was significantly different. The total score of practical ability of comprehensive experiment was significantly improved (

= 0.005

Cohen

=0.51)

in which the experimental situation displays (

=0.002

Cohen

=0.55) and experimental effect (

=0.006

Cohen

=0.49) were better than the control group. There was no significant difference in the performance of experimental preparation and case analysis between the two groups.

Conclusion

Developing an inquiry learning community in nursing clinical comprehensive experiment can effectively enhance student' sense of learning gains and promote the improvement of clinical practical ability.

关键词

探究式学习社区护理课程地图学习获得感实践能力

Keywords

Inquiry learning communityNursingCurriculum mapSense of learning gainPractical ability

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