| Objective:Based on the results of literature analysis and the standardized cases in th e nursing case database,a case teaching based on First principles of instruction was developed and applied to the practical courses of internal medicine nursin g.By comparing the evaluation data of students' critical thinking ability,classr oom effectiveness(i.e.,students' problem-solving ability,classroom satisfaction)and course assessment results before and after teaching,the application effect was evaluated,which provided reference for the reform of practical courses of internal medicine nursing.Methods:1.Identified the object of study.This study was an quasi-experimental.Usin g cluster sampling method,126 nursing undergraduates of grade 2017 from sha nxi medical university were selected as the experimental group and 122 nursing undergraduates of grade 2016 as the control group.2.Baseline survey.The data of the experimental group and the control gro up were collected by using “the general data questionnaire” and “the Critical T hinking Disposition Inventory-Chinese Version” as the baseline data.One week before the class,the teachers will distribute the questionnaire through an online crowdsourcing platform in mainland China,which provides functions equivalent to Amazon Mechanical Turk.3.Implemented the teaching plan.The control group used the normal case teaching method of the school for teaching.First,the teacher made full lessonpreparation and courseware related to the case.Then in 1/3 of the class,the te acher will teach the theoretical knowledge related to cases.In the end,students will have 2/3 time to discuss the case and summarize it with the teacher.In the experimental group,the case teaching based on First principles of in struction on the teaching purpose of "Problem-centered" was applied to carry o ut the case teaching by activating the circle of Activation,Demonstration,Appl ication and Integration.First of all,the teacher focused on the problem,one we ek before the class,the teacher released the students' use cases and learning ta sk lists simultaneously through the e-teaching platform;Then Activation,draw a mind map through the case study of the group before class,and review the t heoretical knowledge of the case in the first 10 minutes of class;After that,the new knowledge was demonstrated,and the groups reported the discussion cont ents of the cases respectively.After the end of each group's report,the teacher s demonstrated and illustrated the new knowledge that the students did not me ntion or did not understand,by combining the text,pictures or videos,by anal ogy demonstration,picture imagination,student debate competition and other w ays;After that,the new knowledge was applied to practice for the first time thr ough variable case test or nursing simulation teaching video;Finally,after class,students are required to log on the e-teaching platform to learn similar cases of other causes in the case database of internal medicine nursing.Meanwhile,c ase learning gains are published in the discussion area,teachers consult comme nts,and students exchange ideas.Results:1.The general situation.There was no significant difference between the t wo groups in gender,age,average academic performance,only child,class wor k and first choice(P>0.05).2.Critical thinking ability.There was no statistically significant difference in the average score and total score of each dimension of the pre-class criticalthinking ability scale(cdti-cv)between the two groups,and the scores of the three dimensions of analytical ability,systematization and confidence were all l ower in the two groups.After the end of the class,the total scores of cdti-cv a nd the seven dimensions of truth-seeking,open-minding,analytical ability,syste matization ability,self-confidence,thirst for knowledge and maturity of the exp erimental group were significantly higher than those of the control group,with statistically significant differences(P<0.001).The total score of cdti-cv and the scores of each dimension in the experimental group were significantly higher after the course(P<0.05)(table 3-4).In the control group,there was no statistic ally significant difference in the total score of cdti-cv and the four dimensions of truth-seeking,open-mindedness,analytical ability and confidence;The score of the dimension of systematic ability increased by 1.53 points(4.59%),but w as lower than that of the experimental group by 5.43 points(16.02%);Decrease d scores in the dimensions of curiosity and cognitive maturity(P<0.05).3.Classroom effectiveness.The scores of the experimental group on 6 ite ms of learning objectives,learning process,learning effect,classroom environm ent construction,teaching strategies and technology application were all signific antly higher than those of the control group(P<0.001).4.Course assessment.After the end of the practice course,the total score of the experimental group was(91.00±3.64)points,while that of the control group was(82.74±3.89)points.The total score of the experimental group and t he scores of each item were significantly better than that of the control group,with statistically significant differences(P<0.05).Conclusion:1.Case teaching based on First principles of principle is conducive to cu ltivating students' critical thinking ability,improving the effectiveness of classro om teaching,improving students' knowledge mastery,and improving their abilit y to construct nursing knowledge system,so as to provide reference for othernursing professional disciplines to apply primary teaching principles.2.In the practical course of internal medicine nursing,students learn stan dardized cases,make clinical nursing path contents based on nursing procedure s,give students the experience of practicing holistic nursing,and enrich the pr actical experience of applying nursing case database to nursing education. |
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