Volume 21 Issue 3
Mar.  2023
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Article Navigation >  Chinese Journal of General Practice  > 2023  >  21(3): 505-508
ZHANG Yangli, JANG Nannan, LI Xiuchuan, CHEN Yongxia, LI Jing, XU Guixia. Application of the microlecture-based flipped classroom teaching mode in the teaching of internal medicine nursing[J]. Chinese Journal of General Practice, 2023, 21(3): 505-508. doi: 10.16766/j.cnki.issn.1674-4152.002918
Citation: ZHANG Yangli, JANG Nannan, LI Xiuchuan, CHEN Yongxia, LI Jing, XU Guixia. Application of the microlecture-based flipped classroom teaching mode in the teaching of internal medicine nursing[J]. Chinese Journal of General Practice, 2023, 21(3): 505-508. doi: 10.16766/j.cnki.issn.1674-4152.002918
shu

Application of the microlecture-based flipped classroom teaching mode in the teaching of internal medicine nursing

doi: 10.16766/j.cnki.issn.1674-4152.002918
  • 1.

    Nursing Department, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

 2020mooc320

  • Received Date: 2022-03-01
    Available Online: 2023-04-19
    Abstract
  •   Objective  To improve the classroom learning effect of nursing students, the flipped topic teaching model based on micro lesson was introduced into the teaching of internal medicine nursing, and the application effect was evaluated.  Methods  In this study, 120 undergraduate nursing students in the class of 2019 from one university were selected as the research subjects. They were divided into experimental group and control group by random sampling method. The experimental group was taught by micro-lecture based flipped classroom teaching mode, while the control group was taught by traditional teaching mode.  Results  At the end of the teaching period, the test results showed that the total score in the experimental group (78.55±5.27) was higher than that in the control group (72.20±7.17), and the comprehensive application score in the experimental group (48.40±4.11) was higher than that in the control group [(41.45±5.34), P < 0.05], while, there was no significant difference between the experimental group and the control group in terms of comprehension and memory test scores [(30.15±3.54) points vs. (30.75±4.32) points, P>0.05]. The total score of independent learning ability in the experimental group (323.33±14.16) points was higher than that in the control group (206.00±12.21) points, the difference was statistically significant (P < 0.05), in addition, the scores in the experimental group were higher than those in the control group in all dimensions, the difference was statistically significant (all P < 0.05).  Conclusion  The microlecture-based flipped classroom teaching mode is conducive for students to establish a comprehensive and systematic curriculum knowledge framework, which fully improves students' independent learning ability, and meanwhile, also consolidates the teaching effect of the class.

     

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