[1]杨思思　梁伟凤　杨　梅　李　崇　刘建宏　刘　云　黄秋鸿.引导性反馈结合“雨课堂”在骨科护理实习带教中的应用[J].大众科技,2021,23(8):128-131.
　Application of Guiding Feedback Combined with "Rain Classroom" in Orthopedic Nursing Practice Teaching[J].Popular Science & Technology,2021,23(8):128-131.
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引导性反馈结合“雨课堂”在骨科 护理实习带教中的应用()
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《大众科技》[ISSN:1008-1151/CN:45-1235/N]

卷:
23
期数:
2021年8
页码:
128-131
栏目:
科技人力资源
出版日期:
2021-08-20

文章信息/Info

Title:
Application of Guiding Feedback Combined with "Rain Classroom" in Orthopedic Nursing Practice Teaching
作者:
杨思思　梁伟凤　杨　梅　李　崇　刘建宏　刘　云　黄秋鸿
（广西医科大学第一附属医院，广西 南宁 53300）
关键词:
引导性反馈; 雨课堂; 批判性思维; 骨科护理
Keywords:
guiding feedback rain classroom critical thinking orthopedic nursing
文献标志码:
A
摘要:
目的：研究引导性反馈联合“雨课堂”的教学模式在骨科护理实习教学中的应用效果。方法：选择在广西医科大学第一附属医院骨科实习的2017级护理专业共60名本科生作为研究对象，观察组采用引导性反馈联合“雨课堂”的教学模式，对照组采用传统多媒体教学，两组均由同一批带教老师。采用评判性思维能力测量量表中文版和统一试卷考核来比较两组批判性思维能力及考核成绩。结果：干预前观察组和对照组批判性思维能力相近，差异无统计学意义（P＞0.05），在分析能力、系统化能力、批判性思维的自信心和求知欲四个维度得分较低。干预后观察组批判性思维能力和理论成绩均比对照组高，且差异具有统计学意义（P＜0.05）。结论：引导性反馈联合“雨课堂”作为新式授课方式，可提高护理实习生批判性思维能力，提高学生自主学习能力，提升学习效果。
Abstract:
Objective: To study the application effect of guiding feedback combined with "rain classroom" teaching mode in orthopedic nursing practice teaching. Methods: A total of 60 nursing undergraduates of grade 2017 who were interned in the department of orthopedics of the First Affiliated Hospital of Guangxi Medical University were selected as the research objects. The observation group adopted the teaching mode of guiding feedback combined with "rain classroom", while the control group adopted traditional multimedia teaching. Both groups were taught by the same group of teachers. The Chinese version of the critical thinking ability scale and the unified examination paper were used to compare the critical thinking ability and the examination results of the two groups. Results: Before intervention, the critical thinking ability of the observation group and the control group were similar, and the difference was not statistically significant (P > 0.05). The scores of the four dimensions of analytical ability, systematic ability, confidence in critical thinking and curiosity were low. After intervention, the critical thinking ability and theoretical performance of the observation group were higher than those of the control group, and the differences were statistically significant (P < 0.05). Conclusion: As a new teaching method, guiding feedback combined with "rain classroom" can improve the critical thinking ability of nursing interns, improve students autonomous learning ability, and improve the learning effect.

参考文献/References:

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备注/Memo

备注/Memo:
【收稿日期】2021-06-07 【基金项目】广西壮族自治区卫生健康委员会自筹项目（Z20201275）。 【作者简介】杨思思（1984－），女，广西医科大学第一附属医院护士长，主管护师，从事护理管理、骨科护理工作。
更新日期/Last Update: 2021-11-11