Application Of Blended Teaching Based On E-Teaching Platform In Community Nursing

Objective:Through consulting literature and expert consultations,the blended teaching program based on e-teaching platform was developed and applied to the teaching of community nursing to improve students' learning input,medical education environment perception,learning strategies and community nursing teaching quality.The application of blended teaching in nursing education can provide reference.Methods:Using the cluster sampling method,the nursing students of a nursing school of a medical university were selected as the control group and the intervention group for 2014 and 2015.The control group community nursing theory teaching uses routine classroom teaching methods.The content of the teaching is 12 chapters defined in the teaching outline.The teaching method is regular face-to-face classroom teaching,using multimedia and board writing.The teaching method,example method,and class communication are carried out.Course evaluation methods include formative assessment(40%)and summative assessment(60%).Formal assessment provides teachers with grades based on students' attendance and classroom performance throughout the entire teaching process.Final assessment is the final exam.Achievements.The intervention group applied blended teaching method to the teaching of community nursing theory,with the group as the learning unit.The teaching content is the integration of the 12 chapters of the syllabus to form the basic knowledge of community nursing and the nursing of various types of people in the community.The first is the online teaching,that is,teachers use the e-teaching platform to introduce courses and publish learning objectives.Conduct pre-evaluation;followed by participatory classroom teaching,engage students through group discussions,report presentations,and role-play;and finally organize after-school network teaching through the e-teaching platform,that is,teachersconduct post-learning evaluations and share with students.Learn at this stage.The curriculum evaluation consists of the learning records recorded by the e-learning platform such as the duration of the student's viewing video,participation in the discussion of the topic,pre-evaluation and post-evaluation scores,and the results of the self-assessment,peer assessment and teacher evaluation of the participatory group learning as a formative evaluation.(50%)indicators,final evaluation(50%)are final exam results.One week before teaching and one week after teaching,the students' learning input questionnaires,medical education environmental scales,and university students' learning strategies questionnaire were used to collect data on the two groups of students for comparison.Semi-structured interviews were conducted among students in the intervention group to identify problems in the teaching process.Suggestions,summarize the follow-up improvement ideas.Results:(1)There was no significant difference in general data between the two groups of students before the intervention in terms of age,sex,and overall scores of the previous semester(P>0.05),indicating that the control group and the intervention group were basically equal.(2)Before and after the intervention in both groups,the total score of the study input scale and the comparison of each dimension adopt the repeated measurement data Analysis of variance,the interaction of time and intervention of two factors(P<0.05),analysis of the individual effects of each factor.There was no significant difference between the two groups before intervention(P>0.05).After intervention,intervention scores of total score and dimensions in all intervention groups were higher than those in control group(P<0.05)The scores of post-study input scores and all dimensions were higher than the scores of pre-intervention scores in this group(P<0.05).The scores of learning input and all dimensions(except behavioral inputs)of the control group after intervention were lower than those of the intervention group Before measurement,the difference was statistically significant(P<0.05).(3)There was no significant difference between the two groups(P>0.05)in the totalscore of medical education environment scale and the scores of each dimension before intervention,indicating that the scores of medical education environment of the two groups of students are comparable.After the intervention,the two groups There was a significant difference(P<0.05)between the scores of students' medical education environment scale and scores of all dimensions(except for academic awareness dimensions);there was no significant difference between the scores of medical education environment before and after the intervention in the control group(P>0.05).There was significant difference between the total score of medical education environment before and after intervention and the scores of all dimensions(except the academic awareness dimensions)in intervention group(P<0.05).(4)There was no significant difference in learning strategies between the two groups before intervention(P>0.05).There was significant difference in learning strategies between the two groups after intervention(P<0.05),and the learning strategies in intervention group were significantly higher than those in intervention group There was no significant difference in the level of learning strategies before and after the intervention in the control group(P>0.05).The level of learning strategies in the intervention group was significantly higher than that before the intervention(P<0.05).(5)In the control group and the intervention group,the final exam was conducted two weeks after the course was accepted.The result of the final exam of community nursing in the intervention group was significantly better than that of the control group(P<0.05).(6)Through the analysis of interview data,the experience of nursing undergraduates in blended teaching can be summarized into six topics.Active experience includes stimulating learning interest and improving learning autonomy;expanding the field of vision and expanding thinking;making efficient use of classroom time,Improve learning strategies;Multiple interactions to improve overall ability.Negative experiences include increased learning tasks,psychological stress;online learning is not deep.Conclusion:(1)Blended teaching based on the e-teaching platform can improve students' learning investment,improve students' final exam results,improve the quality ofcommunity nursing education,help students' perception of the educational environment,and improve the medical education environment;it can help enhance students' learning strategies and develop students' learning abilities.(2)The Blended teaching is applied to the community nursing to obtain good effect,which provides a useful reference for exploring nursing teaching reform.