| BACKGROUNDWith the ever-changing health care industry, medical internet teaching has made great progress. For adult students of education still being mainly made up of the secondary, because of special work, pressure of social and family, it was impossible for them to full-time study and focus on teaching. Then internet teaching was an effective way to solve this problem. Internet teaching of adult students appeared in the academic education, but there were some practical problems in the teaching process. A new topic——exploring the best combination of internet teaching models consistent with characteristics of adult students, has been proposed to nursing educators. It has been an urgent task.OBJECTIVES1. Through investigating adult students’ demand of each internet teaching models and impact factors, it provided evidence for exploring the best combination of internet teaching models consistent with characteristics of nurses.2. Investigating the internet teaching models’ application status of nursing courses in order to aim at its advantages and disadvantages, provide recommendations for guidance. SUBJECTS AND METHODSUsing the Questionnaire method, adult student enrolled in school to upgrade their qualifications in 2008 and 2009 were surveyed. Internalized standard:worked in the regional hospitals of Guangzhou, Dongguan, Foshan, Zhongshan; participated in academic education of adult students; nursing teachers who carried out internet teaching to adult students in the School of Nursing.Southern Medical University; filled in the questionnaire voluntarily, better compliance.The initial questionnaire, which was based on retrospective literature, interviewing with experts of nursing and internet education technology, consulting experts’ opinions and Pre-survey, was designed. Adult students who enrolled in 2008 and worked in the regional hospitals of Guangzhou, Dongguan, Foshan were surveyed first time by convenience sampling methods. Adult students with complete data are 474 persons, all are female, age range is from 20 to 40, the median is 25.0.After sorting the questionnaire, statistical analysis of data and consulting experts’ advice, the questionnaire’ items of first time were added or deleted thus forming the formal questionnaire. Adult students who enrolled in 2009 and worked in the regional hospitals of Guangzhou, Dongguan, Foshan, Zhongshan were surveyed by cluster sampling methods. Distributing709, age range is from 18 to 46, the mean is 27.5±4.0(SD), all are female.The two questionnaires which were based on authorities consultation and retrospective literatures were designed by myself. They were for adult students "The questionnaire of internet teaching effect of nursing courses about adult amateur classes" and for teachers "The questionnaire of internet teaching situation of adult education". Adult students who enrolled in 2009 were surveyed by cluster sampling methods, distributing 670, all are female, age range is from 20 to 47, the mean is 27.9±3.9(SD). Distributing for instructors 13, all female. Age range is from 34 to 56, the mean is 40.4±6.8(SD); The title:professor is 2 persons, associate professor is 3 persons, lecturer is 8 persons.The statistical method included:descriptive analysis,χ2-test, correlation analysis, logistic regression analysis and so on. SPSS13.0 software was employed for the data processing.RESULTS1. Among the adult students enrolled in 2009 who participated in the internet learning of nursing courses,70.7% of nurses had been learning online regularly; 58.7% were interested in internet learning; 51.1% studied more than an hour per day online; 93.7% admitted that internet teaching had good effect.2. Sort scores for the demand of each internet teaching model:Situational Teaching Model (63.6%)>Lecture Teaching Model (63.2%)>Virtual Teaching Model (53.6%)>Explore Teaching Model (48.9%)>Collaborative Teaching Model (45.7%).3. Factors analysis relevant to the demand of each internet teaching models: Situational Teaching Model and the average of three dimensions(general online situation, internet learning situation and gain of internet learning) were significantly positively correlated(P<0.01 or P<0.05); Lecture Teaching Model, Collaborative Teaching Model and the average of three dimensions(internet learning situation, internet teaching situation and gain of internet learning) were significantly positively correlated (P<0.01 or P<0.05). The high positive correlation was found between gain of internet learning and the demand of Lecture Teaching Model (r=0.250, P=0.000); the higher correlation was found between gain of internet learning and the demand of Situational Teaching Model (r=0.360, P=0.000); the highest correlation was found between gain of internet learning and the demand of Collaborative Teaching Model (r=0.398, P=0.000).4. Multivariate analysis of each internet teaching models’ demand:each internet teaching model’demand score was taken as dependent variables respectively, and general online situation, internet learning situation, internet teaching situation and gain of internet learning as the independent variables for logistic regression analysis. In a=0.05 level, factors entering the logistic regression equation are the general online situation, internet learning situation and internet teaching situation.5. Each internet teaching models’ demand rate comparison of different degree adult students:sort scores for the demand rate of each internet teaching model about the secondary education:Lecture Teaching> Situational Teaching> Virtual Teaching> Collaborative Teaching> Explore Teaching, demand for the number of the first three ones were more than 50 percent; while the tertiary was:Situational Teaching> Lecture Teaching> Virtual Teaching> Explore Teaching> Collaborative Teaching, in addition to demand for the number of Collaborative Teaching Model being less than 50 percent, the other four were more than 50 percent.The difference was statistically significant in the demand of Explore Teaching Model between the secondary and the tertiary (χ2= 5.106, P=0.024).6. Adult students’recognition of current internet teaching in nursing courses: among the adult students enrolled in 2009 who participated in the internet learning, 67.1% of students admitted that the overall effect was good; Most of the ones had sufficient self-study time, improved efficiency and achieved objectives, at the same time it also helped to expand understanding of new knowledge relevant specialty, improve ability to operate computer and internet, master information, study by themselves, analysis and solve problem. Especially there was a significant effect in the improving ability to operate computer, internet and master information(84.6%), study by themselves(73.9%), analysis and solve problem(68.2%).7. The application of internet teaching models by nursing teachers:Collaborative Teaching Model(100%)> Explore Teaching Model, Situational Teaching Model (92.3%)> Lecture Teaching Model(38.5%)> Virtual Teaching Model(15.4%); Adult students’recogintion of the application of internet teaching models:Collaborative Teaching Model(78.1%)> Lecture Teaching Model(69.9%)> Situational Teaching Model(64.5%)> Explore Teaching Model(57.4%)> Virtual Teaching Model(41.1%).8. In the nursing courses’websites, the application of each internet teaching module by nursing teachers:course description, comprehensive testing, answer questions online(100%)> teaching information, learning forum(84.6%)> information chamber(61.5%); Frequently visited websites of nursing courses:Nursing of Internal Medicine(62.5%)> Nursing Psychology(59.9%)> Surgery Nursing(59.7%)> Health Assessment(54.2%)> Nursing Education(48.5%)> Aesthetic Nursing(46.2%).9. The number of nursing teachers about different suggestions on added teaching modules in courses’ websites:simulated clinical skills training chamber(69.2%)> group collaboration chamber(46.2%)> mutual quiz and reply(38.5%)> simulated ward, virtual emergency room(30.8%); The number of adult students about different suggestions on added teaching modules in courses’ websites:simulated clinical skills training chamber(58.4%)> simulated ward(54.2%)> virtual emergency room(52.7%)> mutual quiz and reply(45.3%)> group collaboration chamber(29.6%).CONCLUSIONS1. Internet teaching as the main way of academic education has been recognized by adult students, internet teaching of nursing courses is worth promoting.2. The demand of each internet teaching model about adult students was different, so did the current recogintion of the application, mainly reflected in Situational Teaching Model and Collaborative Teaching Model.3. The main factors of influencing the demand of each internet teaching model were "general online situation, internet learning situation and internet teaching situation".4. The demand of each internet teaching model about adult students of different educational levels was different(mainly in the demand of Situational Teaching Model and Lecture Teaching Model), and the difference was statistically significant in the demand of Explore Teaching Model.5. The use of each teaching module by Nursing Teachers in nursing courses’ websites, frequently visited websites by adult students and their suggestions on added teaching modules in courses’ websites were different(Teachers mainly recommended addition of " simulated clinical skills training chamber, group collaboration chamber, mutual quiz and reply"; Adult students mainly recommended addition of " simulated clinical skills training chamber, simulated ward, virtual emergency room). |
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