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| Application of formative evaluation in nursing research teaching |
| ZHENG Xiaoying1 WANG Fei1 LU Yingxue1 ZHANG Renchuan2 WANG Liqin3 WANG Xuehui4 |
1.The Fourth Department of Orthopedics, the First Affiliated Hospital, Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
2.Department of Nursing, the First Affiliated Hospital, Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
3.Dean’s Office, the First Affiliated Hospital, Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
4.Department of Respiratory, the First Affiliated Hospital, Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China |
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Abstract Objective To explore the application of formative evaluation in nursing research course of nursing undergraduates in Heilongjiang University of Chinese Medicine. Methods A non-synchronous control study was conducted to select 224 nursing undergraduate students of Grade 2015 and Grade 2016 in Heilongjiang University of Chinese Medicine from September 2018 to July 2019 as the research objects. Among them, 109 nursing students of 2015 were the control group, 115 nursing students of grade 2016 were enrolled in the observation group. The observation group adopted formative assessment teaching method, while the control group adopted traditional teaching method. After teaching, the two groups were compared in terms of course examination scores, autonomous learning ability and teaching satisfaction. Results After teaching, the test scores of students in the observation group were higher than those in the control group, and the difference was statistically significant (P ＜ 0.05), the learning significance, learning control, self-efficacy, learning management, learning plan, learning help, learning summary, learning evaluation and total scores of the observation group were significantly higher than those of the control group, with statistical significance (P ＜ 0.05). The students in the observation group were more satisfied with the course, teaching method, teaching arrangement, teacher-student interaction and evaluation method were higher than those in the control group, and the differences were statistically significant (P ＜ 0.05). Conclusion Formative evaluation is helpful to improve the teaching level of nursing research, stimulate students’ initiative in learning, and thus enhance students’ comprehensive quality and ability.
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