Maker Teaching Mode Based On ZPD Theory In The Experimental Teaching Of Pediatric Nursing

Objective:This study attempts to introduce the theory of recent development area,build a maker teaching model based on "recent development area"(ZPD)and implement it in the experimental teaching of pediatric nursing.By comparing the data changes of independent learning ability,innovative thinking ability,theory and skill achievement,teaching satisfaction of the two groups of nursing students before and after teaching,the teaching effect of the two groups in this course was evaluated,in order to provide reference for the experimental teaching reform of pediatric nursing for nursing undergraduates.Methods:1.Determine the research object.This study is a kind of experimental study.The 2016 nursing undergraduates of Inner Mongolia Medical University were selected as the research object and intervention study was carried out.73 of the 1 teaching large class(1 and 3 small classes)were selected as the control group and 71 of the 2 and 4 small classes were selected as the experimental group by convenient sampling method.One week before the teaching intervention,the relevant data of the two groups of nursing students were collected through the distribution of "general information questionnaire","self-learning ability evaluation scale" and "Williams creativity tendency measurement form".The substitute teachers organized on-site distribution and recycling.2.Implement the teaching plan.In the experimental teaching of pediatric nursing,the control group adopted the traditional teaching method.That is: watching teaching videos,teachers' demonstration operation,students' independent practice,teachers' guidance.The experimental group adopted the Maker Teaching Mode Based on the "Recent Development Zone".Both groups had the same teaching teachers,pediatric nursing skills operation items,class hours,teaching environment and teaching evaluation methods.3.After class evaluation.After the teaching intervention,the self-learning ability evaluation scale,Williams creativity tendency measurement scale and experimental teaching effect evaluation questionnaire were distributed again and collected on the spot.At the end of the course,the two groups of students were assessed in terms of theory and skills.The data were collected in accordance with the principle of blind method.The teachers who were responsible for assessing the results of the two groups of nursing students were unaware of the groups of students and the purpose of the assessment.The measurement of students' autonomous learning ability,innovation ability and teaching effect evaluation belongs to self-test,and students are unaware of the purpose of score evaluation.4.The statistical software SPSS 24.0 was used for data sorting and analysis.The analysis methods include descriptive statistics,chi square test,t test and rank sum test.Results1.General information.There was no statistical significance between the two groups(P > 0.05).2.Independent learning ability.There was no significant difference in the total score of self-learning ability,learning motivation,self-management ability,learning cooperation ability and information quality between the two groups(P > 0.05).After the teaching intervention,the total score and four dimension scores of nursing students in the experimental group were higher than those in the control group,the difference was statistically significant(P < 0.05).The total scores of autonomous learning ability,learning cooperation ability and information quality in the experimental group were higher than those before the intervention,the difference was statistically significant(P < 0.05).There was no significant difference in the total score and four dimension scores of self-learning ability between the control group and the pre intervention group(P > 0.05).3.Innovation ability.There was no significant difference in the total score of innovation ability and the scores of adventure,curiosity,imagination and challenge between the two groups(P> 0.05).After teaching intervention,the total score of innovation ability and four dimensions of the experimental group were higher than those of the control group,the difference was statistically significant(P < 0.05).The total score of innovation ability,risk,curiosity and imagination of nursing students in the experimental group after intervention were higher than those before intervention,the difference was statistically significant(P < 0.05).There was no significant difference in the total score of innovation ability and the scores of risk-taking,curiosity and imagination between the two groups(P > 0.05).4.Score.After class,the experimental group's periodical theory score was(82.451±5.871)higher than that of the control group(76.983±7.809),and the difference was statistically significant(P<0.05).After class,the test scores of nursing students in the experimental group(95.169±2.491)were higher than those in the control group(91.541±3.117),and the difference was statistically significant(P<0.05).5.Evaluation of teaching effect of nursing students in experimental group.According to the questionnaire of teaching effect evaluation,more than 90% of the nursing students in the experimental group hold a positive attitude towards the application of Maker Teaching Mode Based on the "Recent Development Zone" in the experimental teaching of pediatric nursing.Conclusions:1.The Maker Teaching Mode Based on the "Recent Development Zone" has improved the experimental teaching quality of paediatric nursing and can be popularized in teaching practice.2.The application of Maker Teaching Mode Based on "Recent Development Zone" in the experimental teaching of pediatric nursing can effectively improve the independent learning ability and innovation ability of nursing students,help to give full play to the main role of students,and enable students to experience the fun of learning in the process of hands-on practice.3.The Maker Teaching Mode Based on the "Recent Development Zone" was applied to the experimental teaching of pediatric nursing,which improved the theoretical level and operational skills of nursing students.4.Nursing students have a high evaluation on the effect of applying the Maker Teaching Mode Based on the "Recent Development Zone" in the experimental teaching of pediatric nursing.