The Application Of Conceive Design Implement Operate Teaching Model In Practical Training Of Basic Nursing For Undergraduate Nursing Students

Objective:Based on the results of literature analysis and combined with the characteristics of nursing professions,an intervention plan for the Conceive-Design-Implement-Operate(CDIO)teaching model in the practice training of basic nursing for undergraduate nursing students was developed and implemented.By compared the changes about the evaluation data of students' autonomous learning ability,critical thinking ability,examination results and teaching satisfaction before and after teaching to evaluate the teaching effects and provide reference for the reform of practical training for basic nursing of nursing undergraduates.Methods:1.Identified the object of study.This study was an quasi-experimental.Using a convenient sampling method,105 undergraduate nursing students at the University of medical were selected as the experimental group and 106 undergraduate nursing students at the 2013 level were used as the control group.2.Baseline survey.One week before the teaching intervention,applied“Questionnaire of the general situation”,“independent learning scale”,“Chinese version of the critical thinking ability inventory ”of the two groups of nursing students were distributed on site by the substitute teacher organization,and were collected on the spot.3.Implemented the teaching plan.The control group applied traditional teaching methods,that is,teachers explained and taught,and students practiced independently bythe teachers guided.The experimental group adopted the CDIO teaching model.The model was divided into four steps and a total of two rounds of teaching cycles.The first round of the cycle that conceive phase to establish an integrated knowledge system.The operation flow chart was drawn during the design phase and the operation was realized during the implementation phase.The operation phase was completed comments reflections,based on the problems arising from the first round of the cycle,started the second cycle of four stages of teaching and learning to achieve continuous improvement.The evaluation methods were the same of the two groups of instructors,teaching cases,basic nursing skills operation items,number of hours,teaching environment,and the methods of teaching evaluation.4.Evaluation after the class.In the last lesson of the teaching intervention,the teachers will issue the "Autonomous Learning Ability Scale","Chinese Critical Thinking Ability Assessment Scale",and "Student Satisfaction Questionnaire".They will be collected on the spot and will take the exam one week after the final lesson.Data collection needed to be blinded.The teachers responsible for evaluating the performance of the two groups of nursing students were not clear about the student's group and the purpose of the performance assessment.The measurement of students' autonomous learning ability,critical thinking ability and teaching satisfaction was a self test.Students didn't know the purpose of measuring the score.5.Used SPSS 16.0 statistical software for data processing and analysis.Count data were expressed as frequency and percentage;measurement data were used(`X±S)for statistical description.The general data of nursing students in the two groups,age and average scores that were tested by two independent samples t-test,gender,source area,ect were tested by Chi-square test.Comparison of the self learning ability,critical thinking ability,and achievement of the two groups of nursing students before and after the teaching intervention that used two independent sample t-tests.Paired sample t-test was used to compare the groups of nursing students before and after comparison.The chi-square test was used to compare the teaching satisfaction of the two groups of nursing students.The difference was statistically significant at P<0.05.Results:1.The general situation.There was no statistically significant difference between the two groups in terms of gender,age,place of origin,average grade,ect.2.Self-learning ability.There was no significant difference in scores of four dimensions between the two groups' nursing students' self-learning ability and learning motivation,self-management ability,learning cooperation ability and information quality before the teaching intervention.After the intervention,the total score of the self-learning ability and the four dimensions of the nurses in the experimental group were higher than those in the control group,and the difference was statistically significant(P<0.05).The total scores of the self-learning ability and the four dimensions of the nursing students in the experimental group were higher than those before the intervention,and the difference was statistically significant(P<0.05).There was no significant difference in the total scores of the self-study ability and the four dimensions of the nursing students in the control group compared with those before the intervention.3.Critical thinking ability.There was no significant difference in the scores of the critical thinking ability and in the search for the truth,open mind,analytical ability,systematic ability,self-confidence,curiosity,and maturity of the seven dimensions.After the intervention,the scores of critical thinking ability of nursing students in the experimental group and the scores of the search for the truth,open mind,analytical ability,systematic ability,self-confidence,curiosity were all higher than those of the control group,and the difference was statistically significant(P<0.05);but the scores of maturity in the control group was not statistically different from experimental group.The scores of the critical thinking ability of the nursing students in the experimental group and the scores in the search of the seven dimensions were all higher than those before the intervention.The differences were statistically significant(P<0.05).The scores of critical thinking ability and seven dimensions of of the nurses in the control group were not statistically different from those before the intervention.4.Achievements.The total score of nursing students in the after-school experimentgroup was(81.76±9.14)points,and the total score of the nursing students in the control group was(77.31±8.28)points.The total score of the experimental group was higher than that of the control group,and the difference was statistically significant(P<0.05).5.Teaching satisfaction.The satisfaction of students in the test group on teaching forms,teaching attitudes,classroom atmosphere,interaction,and learning efficiency was all over 89%.Compared with the control group,the degree of satisfaction was higher and the differences were statistically significant(P<0.05).Conclusion:1.The CDIO teaching model improved the quality of the practice training of basic nursing,it could be promoted in teaching practice.2.The CDIO teaching model is necessary to apply the theory they have learned to subjects in practice.3.The application of the CDIO teaching model in the practical training of basic nursing can effectively improve the students' autonomous learning ability,critical thinking ability,achievements and teaching satisfaction.