ABSTRACT
Objective:To explore the influence of nursing humanistic education on the humanistic quality of nursing students in the teaching of nursing theory for urinary system diseases.Methods:Taking the undergraduate nursing students of 2016 as the experimental group, humanistic education was integrated into the teaching of nursing theory for urinary system diseases; and taking the undergraduate nursing students of 2015 as the control group, humanistic education was not integrated into the teaching of nursing theory for urinary system diseases. The teaching effect and humanistic care quality was compared between two groups.Results:The score of humanistic care quality in the experimental group was 94.23±10.38, and the score of humanistic care quality in the control group was 74.45±11.41. The difference was statistically significant ( t value was 9.840, P<0.001). 96.57% (56/58) of nursing undergraduates thought that this teaching method could enhance their interest in learning. 96.57% (56/58) of nursing undergraduates thought that this teaching method could enhance their sympathy and compassion for patients. 98.32% (57/58) of nursing undergraduates thought that this teaching method could deepen their understanding of the connotation of nursing specialty. Conclusions:Integrating humanistic education into nursing theory teaching of urinary system diseases can improve the quality of humanistic care of nursing students.
ABSTRACT
Objective@#To evaluate the effects of the blended learning applied in the course of Medical Nursing of Vocational Colleges.@*Methods@#From March to November of 2018, the Vocational Colleges nursing students of grade 2017 were selected as the research subjects. They were divided into the experimental group (n=120) and the control group (n=150). The experimental group implements the blended teaching mode based on rain classroom, while the control group adopts the traditional classroom teaching mode. This paper evaluated the effect of the blended teaching mode based on rain classroom by using the students′ autonomous learning ability scale, the teaching effect satisfaction scale and the theoretical examination papers.@*Results@#The scores of autonomous learning ability (90.6±8.8) and theoretical examination (48.8±3.5) in the blended teaching mode group based on rain classroom were higher than those in the control group (71.4±9.6,39.6±3.6), with statistical significance (t=21.125,16.942, P<0.05). Nearly 93.3% (112/120) of the students in the experimental group accepted this teaching mode.@*Conclusions@#The blended teaching model based on rain classroom can obviously improve the self-learning ability and interest of nursing Medical Nursing of Vocational Colleges, and it is worthy of being promoted.