ABSTRACT
Objective To explore the application and effect of blended BOPPPS teaching mode in medical nursing teaching. Methods A total of 80 nursing undergraduates of Grade 2014 in Hubei Medical University were divided randomly into teaching reform class and control class, with 40 students in each class. From February 2017 to July 2017, BOPPPS teaching was implemented in the teaching reform class, while traditional teaching was conducted in the control class. At the end of the experiment, Students in the two classes had questionnaire on the satisfaction of the teaching design, tests for self-learning ability and medical nursing level. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by chi-square test, while measurement data were compared by t test. Results①The number of students who were satisfied in the teaching reform class was 34 (85.0％), which was significantly higher than that of the control class (29, 72.5％). The difference has statistical significance.②The self-learning dimensions and total score of the teaching reform class were (53.1±5.1), (52.4±4.8), (52.2±4.7), (51.9±4.7), (51.2±4.9) and (260.8±24.2), respectively, which were significantly higher than (48.6±4.3), (49.9±4.3), (49.7±4.1), (47.6±4.0), (47.1±3.9), and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments, theoretical examinations, and internal medicine education in the reform class were (26.1±2.3), (55.4 ±5.2), and (81.5 ±7.5) respectively, which was obviously higher than that (23.7 ±1.9), (52.6 ±4.6), (76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01). Conclusions The blended BOPPPS teaching focuses on the students , pays close attention to the students' attentiveness , participatory learning and goal achievement . This teaching model can improve students' satisfaction, self-learning ability and medical nursing study in a large extent.
ABSTRACT
Objective@#To explore the application and effect of blended BOPPPS teaching mode in medical nursing teaching.@*Methods@#A total of 80 nursing undergraduates of Grade 2014 in Hubei Medical University were divided randomly into teaching reform class and control class, with 40 students in each class. From February 2017 to July 2017, BOPPPS teaching was implemented in the teaching reform class, while traditional teaching was conducted in the control class. At the end of the experiment, Students in the two classes had questionnaire on the satisfaction of the teaching design, tests for self-learning ability and medical nursing level. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by chi-square test, while measurement data were compared by t test.@*Results@#①The number of students who were satisfied in the teaching reform class was 34 (85.0%), which was significantly higher than that of the control class (29, 72.5%). The difference has statistical significance. ② The self-learning dimensions and total score of the teaching reform class were (53.1±5.1), (52.4±4.8), (52.2±4.7), (51.9±4.7), (51.2±4.9) and (260.8±24.2), respectively, which were significantly higher than (48.6±4.3),(49.9±4.3), (49.7±4.1), (47.6±4.0), (47.1±3.9), and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments, theoretical examinations, and internal medicine education in the reform class were (26.1±2.3), (55.4±5.2), and (81.5±7.5) respectively, which was obviously higher than that(23.7±1.9), (52.6±4.6), (76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01).@*Conclusions@#The blended BOPPPS teaching focuses on the students, pays close attention to the students' attentiveness, participatory learning and goal achievement. This teaching model can improve students' satisfaction, self-learning ability and medical nursing study in a large extent.
ABSTRACT
La formulación de objetivos es una tarea compleja para cualquier profesional ya sea en el ámbito de la dirección, universitaria o de salud pública, del proceso docente o de la investigación científica. En el contexto universitario y de los servicios de salud es común que un mismo profesional tenga que desarrollarse en las tres áreas mencionadas. El presente artículo brinda los elementos mínimos necesarios que es importante conocer acerca de los objetivos en los diferentes contextos haciendo énfasis en sus similitudes y en los aspectos propios que los identifican. El lector tiene la posibilidad de encontrar en un mismo texto un documento que le informe en general de la categoría de objetivo en la dirección estratégica, en el proceso docente y en la investigación científica, lo que le posibilita, además, ahorrar tiempo y orientar adecuadamente la búsqueda de información en el caso de tener la necesidad de profundizar en el tema.
The formulation of objectives is a complex task for any professional either in the university or public health management, the educational process to the scientific research fields. In the context of university and healthcare service, it is likely that a professional will have to deal with the three mentioned areas. The present article provides the minimal required elements that must be known about the objectives within different contexts, making emphasis on their similarities and their identifying aspects. The reader can find in the same text a document that provides him with general information about the category of objectives for strategic management, for educational process and for scientific research. This makes it possible to save time and properly guide the information search in case of someone should go deeper into the topic.