Objective

2

To explore the methods and effects of vocational nursing students participating in the teaching of

Nursing Psychology

under the large class teaching mode.

Methods

2

The two co-curricular classes of the vocational nursing specialty in this semester were randomly selected as the experimental group (5 boys and 116 girls) and the control group (3 boys and 115 girls). The experimental group adopted the model of student participation in the classroom

while the control group adopted the traditional teaching mode. The differences in the final paper scores of the course between the two groups were compared

and the teaching effect of the students in the experimental group was investigated by self-made questionnaire. SPSS 23.0 was used for

t

-test.

Results

2

The final paper scores of the students in the experimental group (83.38±4.98) were significantly higher than those of the control group (76.48±5.86)(

t

=9.82，

P

<

0.001). There were 106 students (87.60%) in favor of and very supportive of participating in classroom teaching

99 students (81.82%) thought that participating in teaching could improve learning interest

96 students (79.33%) thought that it could improve self-learning ability

and 99 students (81.82%) thought it could improve innovation ability

99 students (81.82%) thought it could improve their teamwork ability

96 students (79.34%) thought it could improve their communication and expression ability

and 94 students (77.69%) thought it could promote self-awareness.

Conclusion

2

Under the large class teaching mode

the participation of higher vocational nursing students in classroom teaching can improve the teaching effect and students' various abilities.