Study On The Application Of Blended Learning Mode In The Teaching Of Internal Medicine Nursing In Secondary Vocational School

ObjectivesThe purpose of this study is to build a blended learning model of internal medicine nursing teaching based on the learning needs of secondary vocational nursing students for internal medicine nursing;compare the application of blended learning model in practical teaching activities with the traditional learning model,and explore the impact of blended learning model on the independent learning ability,critical thinking ability and academic performance of secondary vocational nursing students.To be good at the application of blended learning in the teaching of internal medicine nursing.MethodsThis research mainly uses the methods of literature analysis,interview,questionnaire and observation.Contents1.Design the blended learning mode of internal medicine nursing teaching in secondary vocational school.Interview method was used to obtain the learning needs of medical nursing.The interviewees were 9nursing students randomly selected from a secondary vocational health school in Henan Province who majored in nursing in 2017.The results of the interview were analyzed step by step with the three-level coding of grounded theory,and finally summed up the learning needs of secondary vocational nursing students for internal medicine nursing,namely,the needs of learning resources,learning activities,teaching evaluation methods and teachers' roles.According to the results of the interview,combined with the relevant research results and expert consultation,we can reasonably conceive and design the blended learning mode of medical nursing teaching in secondary vocational school.2.Apply the blended learning mode to the teaching of internal medicine nursing in secondary vocational school.In the six classes of 2018 nursing major in the school,two classes were randomly selected as the study object,and randomly divided into experimental group and control group.There were 58 students in the experimental group,including 16 boys and 42 girls,aged(16.72 ± 0.84)and 57 students in the control group,including 14 boys and 43 girls,aged(16.72 ± 0.92).The teaching time is the first semester of2019-2020 academic year,and the teaching content is five chapters of the textbook of internal medicine nursing of secondary vocational school.The experimental group used blended learning method,while the control group used traditional learning method.Results1.According to the learning needs of secondary vocational nursing students for internal medicine nursing,combined with the relevant theoretical basis and under the guidance of three teaching design principles and four implementation strategies,the blended learning mode is mainly composed of four teaching stages:course preparation stage,pre class knowledge internalization stage,class knowledge sublimation stage and post class practical skills promotion stage.2.There was no significant difference between the two groups in age,gender and the comprehensive evaluation results of the last semester(P > 0.05),indicating that the two groups of nursing students had comparability.Before blended learning,the scores of self-learning ability of nursing students in the two groups were: experimental group(77.83 ± 4.36)and control group(78.56 ± 4.72).There was no significant difference between the two groups(P > 0.05).After blended learning,the scores of self-learning ability of nursing students in the experimental group and the control group were(87.38 ± 5.05)and(79.04 ± 3.86)respectively.The scores of the experimental group were significantly higher than those of the control group(P < 0.05).There was significant difference in the scores of nursing students in the experimental group before and after the blended learning teaching(P < 0.05).There was no significant difference in the scores of the control group before and after the blended learning teaching(P > 0.05).The scores of critical thinking ability of nursing students in the two groups before the blended learning teaching were respectively(234.98 ± 11.55)in the experimental group and(236.3 ± 11.5)in the control group.There was no significant difference between the two groups(P > 0.05).The scores of critical thinking ability of nursing students in the two groups after blended learning teaching were as follows: the experimental group(270.72 ± 14.54)and the control group(237.82 ±10.39).The scores of the experimental group were significantly higher than those of the control group(P <0.05).There was significant difference in the scores of nursing students in the experimental group before and after the blended learning teaching(P < 0.05).There was no significant difference in the scores of the control group before and after the blended learning teaching(P > 0.05).Two groups of nursing students in the end ofthe course a week after the "internal medicine nursing" theory and practical skills test.The results of theoretical test in experimental group(85.36 ± 5.67)and control group(77.91 ± 6.05)were statistically significant(P <0.05);the results of practical skills test in experimental group(87.19 ± 5.05)and control group(80.07 ± 6.5),the results of the two groups were statistically significant(P < 0.05).ConclusionAccording to the learning needs of secondary vocational nursing students for internal medicine nursing,the blended learning mode is applied to practical teaching activities.Compared with traditional learning methods,it can significantly improve the independent learning ability,critical thinking ability and academic performance level of nursing students.The application of blended learning in the teaching of internal medicine nursing in secondary vocational school has achieved good results.