Related Research On The Effective Teaching And Its Influencing Factors Of Undergraduate Gynaecology And Obstetrics Nursing Course

Objective:In order to understand the effective teaching influencing factors of undergraduate gynaecology and obstetrics nursing course, the use of qualitative research methods described teacher's,student's real ideas,feelings in obstetrics and gynecology classroom teaching; and on this basis the use of a questionnaire survey method described acts of classroom teaching effectiveness in our gynecology and obstetrics nursing course, analysis of effective teaching in the classroom teachers present situation and teachers should master and use of effective teaching strategy. For gynaecology and obstetrics nursing course teaching organization and management provide information and to enable teachers to raise awareness for effective teaching and for them to provide guidance for effective teaching and improve teaching quality of obstetric care.Methods:The first phase through sampling, use of semi-structured depth interviews and on-site observation method to collect information, described the four classroom teachers and thirty student's real experiences,thoughts and feelings in the process of obstetrics and gynecology classroom teaching; The second phase use the questionnaire of effective teaching behavior to my school 2005 undergraduate nursing students 200 for investigation. After data Entry SPSS13.0 package, carry out statistically descriptivea and analysis.Results:1. The four major influencing factors included: teacher's characteristics (such as personal quality, harmony relationship between the teachers and the students, teacher's teaching philosophy); characteristics of the learning process (integration of teaching materials, questioning skill, high-quality feedback ); Students aspects (intrest towards study, learning ability and learning method); learning evironment (teaching media and physical environment).2. From the overall assessment of classroom teaching in gynecology and obstetrics nursing course, "sometimes effective" accounted for (4.2%), "often effective" total (73.7%), "always effective" total(22.1%); so teacher's teaching is effective, but the teacher's teaching does not always reach the level of effective.3. The students thought that the teacher different teaching behavior close or surpasses frequently effectively; Simultaneously, the teachers different teaching behavior's valid degree has the difference. Its valid rank arranges in the first three is teaches the clear perspicuity (3.15), to teach the organization coherence (3.14), to teach the scientific nature (2.98); What arranges in latter three is the formulation and the execution classroom rule (2.63), the stimulation motive (2.76), the inquiry (2.77).4. The teacher different teaching behavior's five kind manifestation displays the certain extent validity, the valid existence difference which in each kind of teaching behavior's five kind manifestation, the different manifestations displays the valid mean value and arranges according to the above valid existence difference.Conclusion:1. The reform of undergraduate gynaecology and obstetrics nursing course should take into account the teacher characteristics, characteristics of the learning process ,learning ability of students and educational environment .2. The teacher's teaching is effective, but the teacher's teaching does not always reach the level of effective, some even lower than the regular teaching of effective, the teacher's teaching that still has some problems, to be further enhance the effectiveness of teaching.3. Teacher's different type teaching behavior its validity existence difference.4. The teacher different teaching behavior's manifestation displays the certain extent validity and the validity is different.Deficiency In this study:1. The target respondents of qualitative research exist on the geographical restrictions,limitations at my school can not be involved in a wider geographical scope,male students only 3 people to participate.2. The quantitative research,only from the students unilateral to assessment classroom teaching effectiveness,not concerned about the student's learing behavior among teacher behavior and student learning outcomes,which has a certain limitations.Plan for making further investigations:1. Consider further expansion of qualitative research sample size and sample characteristics, and select a representative study to collect more comprehensive information, improve research.2. The Part of quantitative research,looking for a suitable scale,conside from the students to explore effective teaching.