Inquiry Learning Based On Micro-lecture Application In The Teaching Of Department Of 'Internal Medicine Nursing' In Secondary Vocational Schools

BackgroundAt present,the nursing education of secondary vocational schools is still mainly centered on teachers and the class.In the process of academic tasks,students often take knowledge and experience passively as the main approaches,lacking of learning interest and initiative.A lot of practice has proved that: inquiry learningcan greatly stimulate students' interest in learning,cultivate students' self-learning ability,improve students' ability of combining theory and practice.However,inquiry learningrequires a higher level of students' autonomous learning ability,while the majority of basic nursing students are weak in basic knowledge.And abstract medical theories are far beyond the cognitive level of secondary vocational students.So relying solely on students' self-inquiry is difficult to achieve the expected effect.Therefore,how to stimulate students' curiosity in nursing teaching,to mobilize the initiative of students and enhance their self-directed learning ability becomes the urgent problem that needs to be discussed and solved.Driven by the emergence of "Internet+" environment,"micro-lecture" as a new type of teaching resource that changes the traditional educational methods and teaching methods is the shock wave in the field of education reform.This study attempts to combine the "micro-lecture" with the exploratory learning.We will application teaching methods based on micro-lecture inquiry learningin the teaching of ‘Internal Medicine Nursing' for secondary vocational nursing in order to improve the teaching effect of ‘Internal Medicine Nursing'.ObjectiveTo explore the feasibility and effectiveness of teaching methods based on micro-lecture inquiry learning applicationed in the teaching of ‘internal medicine nursing'for secondary vocational nursing,with a view of providing a valuable reference for nursingeducation in secondary vocational school.Methods1.Among the 13 classes of a grade 2013 nursing specialty in a secondary vocational school,107 students were randomly selected from the two campuses.54 students were placed in the experimental group and the rest were used as a control group.With the course of ‘Internal Medicine Nursing' as the research platform,the experimental group adopted the teaching method based on the micro-class inquiry learning,and the control group adopted the traditional teaching method.2.Assess the self-directed learning ability of the two groups by the self-directed learning assessment form in a questionnaire survey method in order to determine their equilibrium comparability and self-directed learning ability.At the same time,20 students selected from 107 students were interviewed by unstructured interviewing through objective sampling method,in order to know the attitudes of students towards the course,the satisfaction of teaching methods and requirements for future teaching during the course of internal medicine nursing,and to provide a basis for teaching design.3.Different inquiry learningmethods were adopted based on the different characteristics of the disease studied by the experimental group:(1)A case-based micro-analysis of the application of inquiry learning method based on micro-lecture.(2)A problem-centered inquiry learning method based on micro-lecture.(3)An inquiry learningteaching method based on micro-lecture.(4)A method of inquiry teaching based on the micro-curriculum.4.The evaluation of self-directed learning:(1)The two groups of students were assessed again and the results were compared with those before the experiment.(2)After the end of the course,a case study was used to comprehensively assess the students' ability of finding problems,analyzing problems and using knowledge to solve problems.Results1.The previous result of the last two groups hint that there was no difference in learning behavior between the experimental group and the control group(P >0.05).The final results of the last two groups are listed below: learning consciousness(47.04±5.42),learning strategy(48.47±5.66),learning behavior(46.34±5.27),learningevaluation(47.42±5.47)and interpersonal skills(49.40±5.70).According to the comparisons of the two groups,the points of the five dimensions are: learning consciousness(40.26±5.48),learning strategy(37.15±5.40),learning behavior(37.34±5.18),learning evaluation(38.57±6.26)and interpersonal skills(41.85±5.94).There was significant difference in learning behavior between the experimental group and the control group(P <0.01).2.Pre-experimental interview results show that students are interested in "medical nursing",but there is a lot of confusion in the study.Students felt that the teaching method was tedious,and hoping the teaching method would change in the future.3.The comparative results between the experimental group and the control group are:the results of the first case in analysis of the main nursing problems were statistically significant(P <0.01),and the results of the second question about how to prevent the spread of disease were statistically significant(0.01 < P <0.05);The first question about the two groups' diagnosis of disease in the second case had no statistical significance(P >0.05),the second question about the analysis of causes of disease had statistical significance(P <0.01),the third question on the guidance of diet nursing had no statistical significance(P > 0.05).In the third case,the results of the two questions about the students' diagnosis of disease and the prevention and nursing measures against bleeding were both statistically significant(P <0.01).Conclusion1.The teaching method of inquiry learning based on Micro-lecture emphasizes the student' s subjective position.The teaching content emphasizes the combination of theory and clinical.The learning form changes from passive acceptance to active learning.The source of acquiring knowledge is not limited to textbooks.2.The teaching method of inquiry learning based on Micro-lecture cultivates the interest of active learning and improves the students' self-directed learning ability.3.The teaching method of inquiry learning based on Micro-lecture improves the students' ability of finding problems,analyzing problems and using knowledge to solve problems.