CAJ | 학술논문

目的：探讨慕课教学模式在提高临床护理教学质量中的作用。方法便利抽样法选取2014年在上海市中西医结合医院实习并经过中医理论培训2期的护生100名为研究对象,按随机数字表法将其分为观察组和对照组,每组50名。统一中医基础知识学习与考核,根据教学大纲制定脉管病科8周的专科课程计划,在教学方式上观察组护生采用慕课模式实施教学方案,2课时/周,共8周,最后撰写反思与体会；对照组护生采用传统课堂模式实施教学方案。8周后,比较两组护生的理论成绩以及对教学的评价,比较两组授课老师对教学能力的自评结果。结果经过8周的教学,两组护生的评价理论成绩均显著提高,且观察组优于对照组,差异有统计学意义(P ＜0．01)。在教学评价量表的认知、情感、精神运动领域能力提升方面,观察组护生选择“同意”项的人数显著多于对照组,差异有统计学意义(P ＜0．01)。在授课教师教学能力测评表中,所有教师自评分数均在90~100分；学生评价也均在90~100分,两组护生的差异无统计学意义(P ＞0．05)。结论运用慕课模式实施教学方案,能够有效提高教师的教学能力和学生的理论成绩和多种能力,对提高临床护理教学质量具有积极意义。建议把慕课模式作为今后临床护理教学模式之一。
목적：탐토모과교학모식재제고림상호리교학질량중적작용。방법편리추양법선취2014년재상해시중서의결합의원실습병경과중의이론배훈2기적호생100명위연구대상,안수궤수자표법장기분위관찰조화대조조,매조50명。통일중의기출지식학습여고핵,근거교학대강제정맥관병과8주적전과과정계화,재교학방식상관찰조호생채용모과모식실시교학방안,2과시/주,공8주,최후찬사반사여체회；대조조호생채용전통과당모식실시교학방안。8주후,비교량조호생적이론성적이급대교학적평개,비교량조수과로사대교학능력적자평결과。결과경과8주적교학,량조호생적평개이론성적균현저제고,차관찰조우우대조조,차이유통계학의의(P ＜0．01)。재교학평개량표적인지、정감、정신운동영역능력제승방면,관찰조호생선택“동의”항적인수현저다우대조조,차이유통계학의의(P ＜0．01)。재수과교사교학능력측평표중,소유교사자평분수균재90~100분；학생평개야균재90~100분,량조호생적차이무통계학의의(P ＞0．05)。결론운용모과모식실시교학방안,능구유효제고교사적교학능력화학생적이론성적화다충능력,대제고림상호리교학질량구유적겁의의。건의파모과모식작위금후림상호리교학모식지일。
Objective To discuss the effect of MOOC mode in the improvement of clinical nursing teaching quality.Methods By convenience sampling,100 clinical student nurses of our college were selected and e-qually divided into observation group and control group.They both had TCM basic knowledge study and tests.According to the teaching programme,we formulated 8-weeks-curriculum plan in Vascular Depart-ment.MOOC was applied in observation group with 2 times a week for 8 weeks,and written down the re-flection and experiences.The control group were taught by the traditional teaching mode.The student’s nursing theoretical grades and the evaluation towards classes were compared,as well as the teacher’s self-evaluate results.Results Both groups had significant improvement in test scores,and the score in observa-tion group was higher than control group (P <0.01).In the improvement of recognition,emotion and psy-chomotor activity dimensions in Teaching Assessment Scale,the student nurses choosing “agree”in the ob-servation group was more than which in control group(P <0.01).In the Teachers’Teaching Ability Evalu-ation Form,all teachers had their self-evaluated score of 90-100 as well as the students evaluation score, with no significant difference between two groups(P >0.05).Conclusion The application of MOOC to im-plement teaching scheme can effectively increase the teaching ability of teachers and student’s theoretical test scores which had positive significance in improving clinical nursing teaching quality.We suggest MOOC could be one of the clinical nursing teaching mode.