Implicit Learning, The Application Of Based Nursing Teaching In Higher Vocational Nursing Students

Objective Make investigation and research on the influence of implicit learning on the theoretical achievements, the scores of the skills and the classroom-teaching effect of2009vocational nursing students from the nursing school of some Hunan Vocational and Technical College, and provide the reliable basis for innovating the teaching method of basic nursing and improving the teaching quality of basic nursing.Methods Adopt the cluster random sampling method to select the vocational nursing students randomly from four classes in2009the nursing school of some Hunan Vocational and Technical College as the research objects, and then adopt the completely random method to divide them into the experimental group and comparative group; there are218nursing students in total. Apply the test anxiety scale (TAS), coping style questionnaire (CSQ), general self-efficacy scale and classroom-teaching evaluation scale to make investigation.218questionnaires are issued, and218questionnaires are collected, including213effective questionnaires; and the effective rate reaches97.7%. All data are executed the double data entry, verification and correction through Epidata3.1software, and the collected data are made statistical analysis through SPSS16.0. The measurement data are made statistical description, and the enumeration data are made statistical description by the rate; the comparison of the general data in two groups adopts t-test, chi-square test and rank sum test. Before experiment, the mean comparison of the two groups adopts the t-test; the mean comparison of the two groups before and after the experiment adopts the paired t-test; the analysis on the influencing factors of the theoretical achievements, the scores of the skills and the classroom-teaching effect adopts Pearson correlation analysis and multi-linear regression analysis. If P<0.05, then it represents that the difference become statistically significant. Results1. After the intervention, the performance of the nursing students from experimental group in the test anxiety, coping style and the general self-efficacy is superior to the nursing students from the comparative group, and the difference become statistically significant (P<0.05).2. After the intervention, the theoretical achievements, the scores of skills and the classroom-teaching effect of the nursing students in experimental group are better than that of the nursing students in the comparative group, and the difference become statistically significant (P<0.05).3. The theoretical achievements, the scores of the skills and the classroom-teaching effect of the nursing students in two groups are negatively correlated with the test anxiety (P<0.05), and positively correlated with the coping style and general self-efficacy (P<0.05).4. The sequences of the factors which affect the theoretical achievements of the nursing students is followed by the coping style, general self-efficacy, teaching method, test anxiety and the average academic scores; the sequence of the factors which affect the scores of the skills for the nursing students is followed by the coping style, general self-efficacy, teaching method and the test anxiety; the sequence of the factors which affect the classroom-teaching effect is followed by the coping style, general self-efficacy, the average academic scores, the test anxiety and the teaching method.Conclusion1. The implicit learning can fully make up for the deficiencies in the traditional teaching mode.2. The implicit learning is beneficial to the nursing students for the improvement and development of the learning status, such as the test anxiety, coping style, and the general self-efficacy.3. The implicit learning is conducive to improve the theoretical achievements and the scores of skills for the nursing students, and help them to get good classroom-teaching effect.