| Objective By constructing the blended teaching of Thinking and Communication model guided by the ADDIE model and evaluating its application effect.Methods（1）Constructing the Thinking and Communication blended teaching model:Set up a Thinking and Communication blended teaching team,through literature analysis and focus group discussions,guided by the ADDIE model,and jointly design a blended teaching model with nursing education experts and teacher and student representatives,which was applicable to Thinking and Communication.（2）Application and evaluation of the Thinking and Communication blended teaching model:During the period from October 2021 to January 2022,336 undergraduates of the2019 nursing major of a medical university were selected as the research objects.Using a coin toss method,class A was used as the experimental group（n=169）,and the senior class B as the control group（n=168）.The students in the experimental group were carried out blended teaching of Thinking and Communication,while the traditional teaching was used for the control group,and the two groups were compared during the same period.The students’ independent learning ability,critical thinking ability,cultural competence final exam scores and teaching satisfaction were compared between the two groups.IBM SPSS Statistics 24.0 software was used to analyze data.Mean±standard deviation,frequency and percentage were used for statistical description.For general data,matched samples t-test was used for measurement data,and chi-square test was used for enumeration data.The independent sample t-test was used to analyze the differences between the two groups of students’ independent learning ability,critical thinking ability,cultural competence and final exam scores.Matched samples t-test was used to analyze the differences in independent learning ability,critical thinking ability and cultural competence each group of students before and after course teaching.Results（1）A blended teaching model of Thinking and Communication guided by the ADDIE model was constructed.（2）Before the course,there was no significant difference in general demographic data such as age,gender and place of origin between the the two groups（P > 0.05）.The total scores of independent learning ability of students in the experimental group and the control group were 106.16±9.97 and 107.78±11.26 respectively,the scores of critical thinking ability were 271.26±26.81 and 275.36±21.83 respectively,and the total scores of cultural competence were 65.89±5.23 and 65.65±5.30 respectively（P > 0.05）.（3）After the course,the total scores of independent learning ability of students in the experimental group and the control group were 111.17±13.04 and 107.49±13.03 respectively,the total scores of critical thinking ability were 284.93±33.71 and 278.20±28.70 respectively,the total scores of cultural competence were 71.91±8.43 and68.73±7.71 respectively,and the final exam scores were 91.64±5.21 points and88.45±7.85 points respectively.The differences were all statistically significant（P <0.05）.（4）Before and after the course,the scores of students’ independent learning ability,critical thinking ability and cultural competence in the experimental group were statistically significant（P<0.05）,while the scores of students’ independent learning ability and critical thinking ability in the control group were not statistically significant（P > 0.05）.（4）There was no significant difference in the scores of students’ independent learning ability and critical thinking in the control group before and after the course（P>0.05）.（5）After the course,the blended teaching satisfaction score of the students in the experimental group was 31.05±4.21.Conclusion The blended teaching of Thinking and Communication is helpful to improve the independent learning ability,critical thinking ability,cultural competence and course examination scores of nursing undergraduates,which can be practiced and popularized in future education. |
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