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TBL+PAL+翻转课堂混合式教学在本科生《护理心理学》教学中的应用
Application of TBL+PAL+ Flipped Class mixed teaching mode in the course of
Nursing Psychology for undergraduates- 中华医学教育探索杂志 2023年22卷第10期 页码：1582-1585
- 作者机构：
1.遵义医科大学附属医院急诊科，遵义 563003
2.遵义医科大学护理学院，遵义 563003
- 作者简介：
梁园园，Email：382136041@qq.com
- 基金信息：遵义医学院护理学院教育教学改革计划项目(YJJG-2017-3)
DOI：10.3760/cma.j.cn116021-20211011-01468
中图分类号： R-08纸质出版日期：2023-10-20，
收稿日期：2021-10-11，
扫 描 看 全 文
梁园园, 胡小梅, 杨忠娴, 等. TBL+PAL+翻转课堂混合式教学在本科生《护理心理学》教学中的应用[J]. 中华医学教育探索杂志, 2023, 22(10): 1582-1585.
Liang Yuanyuan, Hu Xiaomei, Yang Zhongxian, et al. Application of TBL+PAL+ Flipped Class mixed teaching mode in the course of
Nursing Psychology for undergraduates[J]. Chinese Journal of Medical Education Research, 2023,22(10):1582-1585.梁园园, 胡小梅, 杨忠娴, 等. TBL+PAL+翻转课堂混合式教学在本科生《护理心理学》教学中的应用[J]. 中华医学教育探索杂志, 2023, 22(10): 1582-1585. DOI： 10.3760/cma.j.cn116021-20211011-01468.
Liang Yuanyuan, Hu Xiaomei, Yang Zhongxian, et al. Application of TBL+PAL+ Flipped Class mixed teaching mode in the course of
Nursing Psychology for undergraduates[J]. Chinese Journal of Medical Education Research, 2023,22(10):1582-1585. DOI： 10.3760/cma.j.cn116021-20211011-01468.
摘要
目的
2
探讨以团队为基础的学习（team-based learning，TBL）+同伴互助学习（peer assisted leaning，PAL）+翻转课堂混合式教学在护理本科生《护理心理学》课程教学中的应用效果。
方法
2
将2018级4个班级146名护理本科生，整群抽样1~2班为试验组（73人），3~4班为对照组（73人）。试验组采用TBL+PAL+翻转课堂混合式教学，对照组采用传统教学。课程结束后评价两组学生课程期末考试成绩及案例分析成绩，两组学生自评核心能力得分。采用SPSS 18.0进行
t
检验。
结果
2
试验组学生的期末考试成绩为（82.30±7.77）分、案例分析考核成绩为（46.13±2.91）分，均高于对照组[（74.97±7.05）分、（40.36±4.25）分]；试验组学生的自主学习能力得分[（8.03±0.91）分]、分析问题能力得分得分[（7.99±0.99）分、团队合作能力得分[（7.67±1.09）分]及评判性思维能力得分[（7.03±1.33）分]均高于对照组[（6.21±1.17）、（5.64±1.28）、（5.79±1.27）、（5.15±1.16）]。
结论
2
TBL+PAL+翻转课堂混合式教学将3种教学形式取长补短、优势整合，促进学生对知识点的理解和掌握运用，提高学生自主学习能力、团队合作能力及分析问题能力，强化学生综合知识与技能的迁移及应用能力，提升教学效果，同时也拓展了《护理心理学》的教学思路。
Abstract
Objective
2
To explore the application effect of TBL (team-based learning) + PAL (peer assisted leaning) + Flipped Class mixed teaching mode in the course of "nursing psychology" for nursing undergraduates.
Methods
2
A total of 146 nursing undergraduates from four classes enrolled in 2018 were subjected to cluster sampling and assigned to classes 1-2 (experimental group
n
=73) and classes 3-4 (control group
n
=73). The experimental group adopted the TBL + PAL + Flipped Class mixed teaching mode
while the control group adopted the traditional teaching method. After the course
the two groups were evaluated by final exam score
case analysis score
and core competence self-assessed score with a
t
-test in SPSS 18.0.
Results
2
The final examination score (82.30±7.77) and case analysis score (46.13±2.91) of the experimental group were significantly higher than those in the control group (74.97±7.05 and 40.36±4.25). The experimental group showed significantly higher scores in autonomous learning ability (8.03±0.91)
problem analysis ability (7.99±0.99)
teamwork ability (7.67±1.09) and critical thinking ability (7.03±1.33) as compared with the control group (6.21±1.17
5.64±1.28
5.79±1.27
5.15±1.16).
Conclusion
2
TBL + PAL + Flipped Class mixed teaching mode integrates the advantages of the three teaching forms
promotes students' understanding and application of knowledge points
improves students' ability of independent learning
teamwork
and problem analysis
strengthens students' ability of transfer and application of knowledge and skills
increases the teaching effect
and expands the teaching method of nursing psychology.
关键词
团队教学同伴互助教学翻转课堂混合式教学教学效果
Keywords
Team-based learningPeer assisted leaningFlipped classMixed learningTeaching effect
references
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