基于慕课的翻转课堂在小儿先天性心脏病围手术期护理教学中的应用效果

doi:10.20047/j.issn1673-7210.2022.31.18

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Abstract Objective To explore the classroom teaching effect of massive open online course (MOOC) combined with flipped classroom teaching method in perioperative nursing teaching of children with congenital heart disease. Methods A total of 90 nursing students who received perioperative nursing teaching for children with congenital heart disease in the First Affiliated Hospital of Xinjiang Medical University from April 2020 to August 2021 were selected and they were divided into the control group and the observation group by random number table method, with 45 students in each group. The control group was given the conventional teaching method, while the observation group was given the teaching based on the situation of “MOOC plus flipped classroom” on the basis of the control group. Both groups were taught for four consecutive months. The results of teaching content assessment and nursing students’ satisfaction with teaching methods were compared between the two groups. Results The basic concept theory score and case comprehensive analysis score of the observation group were higher than those of the control group, and the differences were statistically significant (P ＜ 0.05). The proportion of nursing students in the observation group who were able to find information independently, take the initiative to speak, clear their personal views, cooperate well with students and/or teachers, and think they performed well were higher than that in the control group, and the differences were statistically significant (P ＜ 0.05). The scores of learning effect in improving the learning interest in learning, improving the learning enthusiasm and initiative, improving the difficult content understanding, deepen the study content, deepening the knowledge system construction, improving self-learning ability, improving the classroom atmosphere, better embodiment of the abstract knowledge in the observation group were higher than control group, the differences were statistically significant (P ＜ 0.05). The subjective satisfaction of nursing students in the observation group was significantly higher than that in the control group, and the difference was statistically significant (P ＜ 0.05). Conclusion The teaching based on “MOOC plus flipped classroom” during the perioperative nursing teaching of children with congenital heart disease can achieve better results. The self-learning performance of nursing students is good, and the learning effect has obvious advantages, subjective satisfaction with the teaching method is high.

Key words： MOOC Pediatric congenital heart disease nursing Flipped classroom Teaching Satisfaction

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	LIU Hui1 ZHANG Guoming2 HE Liyun1▲

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LIU Hui1 ZHANG Guoming2 HE Liyun1▲. Application effect of the flipped classroom based on MOOC in the teaching of perioperative nursing in the pediatric congenital heart disease[J]. 中国医药导报, 2022, 19(31): 78-82.

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https://www.yiyaodaobao.com.cn/EN/10.20047/j.issn1673-7210.2022.31.18 OR https://www.yiyaodaobao.com.cn/EN/Y2022/V19/I31/78

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