ABSTRACT
Objective@#To explore the application and effects of BOPPPS teaching in the training teaching of surgical nursing.@*Methods@#A total of 195 nursing students in the 2 classes of grade 2015 were divided into control group and experimental group. The control group adopted the traditional teaching, while the experimental group the BOPPPS teaching. The difference of the teaching effects between the two groups was compared by analyzing the results of questionnaire and final examinations.@*Results@#Self-assessment about learning effect of students in the experimental group was better than that of the control group in improving learning interests, activating class atmosphere, clarifying learning objectives, improving knowledge retaining ability, and enhancing learning initiatives and communication skills, etc. (P<0.05). The final training score of the experimental group was significantly higher than that of the control group [(90.60±8.07) vs. (84.06±9.63), (P<0.01)].@*Conclusion@#BOPPPS teaching can improve students' learning efficiency, and promote the cultivation for students' ability.
ABSTRACT
Objective To explore the application and effects of BOPPPS teaching in the training teaching of surgical nursing. Methods A total of 195 nursing students in the 2 classes of grade 2015 were divided into control group and experimental group. The control group adopted the traditional teaching, while the experimental group the BOPPPS teaching. The difference of the teaching effects between the two groups was compared by analyzing the results of questionnaire and final examinations. Results Self-assessment about learning effect of students in the experimental group was better than that of the control group in improving learning interests, activating class atmosphere, clarifying learning objectives, improving knowledge retaining ability, and enhancing learning initiatives and communication skills, etc. (P<0.05). The final training score of the experimental group was significantly higher than that of the control group [(90.60±8.07) vs. (84.06 ±9.63), (P<0.01)]. Conclusion BOPPPS teaching can improve students' learning efficiency, and promote the cultivation for students' ability.
ABSTRACT
A teaching training and assessment system for warming acupuncture is developed. This system is suitable for the technique operation of multi-acupoint warming acupuncture, and could evaluate the training effects of warming acupuncture at each acupoint. The hardware structure of this system is mainly composed of man-machine interface, control unit and training unit. The software program includes reset module, system clock module, needle depth signal control module, vibration control module and communication module. The teaching training and assessment system of warming acupuncture adopted touch-screen human-machine interface, which is simple to operate. The basic training unit, through multi-angle and multi-dimension adjustment of universal base, could realize the simulation training of warming acupuncture at different acupoints and angles of human body. Each training unit is relatively independent, and relevant parameters are set separately; the relevant parameters information is displayed in real time. The parameters of training unit includes needling time, vibration frequency and vibration time. In conclusion, the teaching training and assessment system for warming acupuncture could be used in the teaching and assessment of warming acupuncture. According to the criteria including operation time and effect, the students' technique ability of warming acupuncture could be evaluated objectively, which is helpful to set teaching objectives and technical operation requirements in warming acupuncture teaching.
Subject(s)
Humans , Acupuncture , Education , Acupuncture Points , Acupuncture Therapy , Methods , Moxibustion , Students , TeachingABSTRACT
Objetivo: identificar na literatura científica produções sobre a formação e saberes para a docência nos cursos de graduação em Enfermagem no período de 2001 a 2015. Método: revisão integrativa realizada nas bases de dados LILACS, BDENF e MEDILINE. Adotados os critérios de inclusão e exclusão, foram selecionados 18 artigos. Resultados: após a análise, leitura e releitura dos artigos, foram estabelecidas duas categorias: A expansão dos cursos de graduação e a formação docente e A reorientação da formação dos profissionais de saúde e a formação docente. Conclusão: a docência é uma função complexa que exige saberes e formação específica para o exercício da mesma e as pós-graduações tem um papel preponderante na formação para a docência em seus programas e precisa incentivar ações de educação permanente.
Objective: analyzing the scientific evidence relating to the training and skills for teaching in nursing undergraduate courses from 2001 to 2015. Method: integrative review conducted in the databases LILACS, BDENF and Medline. Adopting the criteria for inclusion and exclusion, we selected 18 articles. Results: after analyzing, reading and re-reading of articles, two categories were established: The expansion of undergraduate courses and teacher training and the reorientation of training of health professionals and teacher training. Conclusion: teaching is a complex function that requires skills and specific training to the performance of it and graduate studies courses have a leading role in teaching training in their programs and it needs to encourage permanent learning activities.
Objetivo: identificar las producciones literatura científica sobre formación y conocimiento para la enseñanza en cursos de grado de enfermería de 2001 a 2015. Método: una revisión integradora llevado a cabo en las bases de datos LILACS, BDENF y Mediline. Adoptados los criterios de inclusión y exclusión se seleccionaron 18 artículos. Resultados: tras el análisis, la lectura y la relectura de los artículos, se establecieron dos categorías: La expansión de la formación de grado y del maestro y la reorientación de la formación de los profesionales de la salud y la formación del profesorado. Conclusión: la enseñanza es una función compleja que requiere conocimientos y formación específica para el ejercicio de los mismos y Postgrados tener un papel destacado en la formación de profesores en sus programas y debe fomentar las actividades de educación continua.
Subject(s)
Faculty , EducationABSTRACT
Os métodos de ensino-aprendizagem e treinamento (EAT) dos esportes se fundamentam basicamente em duas concepções: Métodos Tradicionais e Novas Abordagens. O estudo buscou identificar os métodos utilizados para o EAT da natação. Foram observadas 64 aulas aplicadas por três professores a alunos em sete níveis de aprendizagem (pautados na Metodologia Gustavo Borges), registradas em diário de campo e filmagens com áudio. Considerando organização dos conteúdos, oferecimento de instruções e informações, e utilização de feedbacks, verificou-se o uso de estratégias pertencentes às duas concepções metodológicas, reafirmando não existir forma ideal ou correta para o processo EAT, uma vez que o professor/treinador deva adequar o ensino conforme à situação e às necessidades de cada aluno.
The sports teaching-learning and training methods (TLT) are based primarily on two concepts: Traditional and New Approaches methods. This study sought to identify the methods used to swimming TLT. 64 lessons, applied for three teachers to students in seven levels of learning (lined in the Methodology Gustavo Borges), were observed, recorded in a field diary and filmed with audio. Considering the organization of content, the offering of guidance and information and the use of feedbacks, it was verified the use of strategies belonging to both methodological concepts, reaffirming that there is no ideal or correct way to the TLT process, since the teacher/coach should adapt the teaching according to the situation and needs of each student.
Los métodos de enseñanza-aprendizaje y entrenamiento (EAE) de los deportes se basan principalmente en dos conceptos: Métodos Tradicionales y Nuevos Enfoques. Este estudio trata de identificar los métodos utilizados para el EAE de la natación. Se observaron 64 clases aplicadas por tres profesores a los alumnos en siete niveles de aprendizaje (guiado por la Metodología Gustavo Borges), registradas en un diario de campo y en filmaciones con audio. Teniendo en cuenta la organización de los contenidos, el ofrecimiento de instrucciones e informaciones, y el uso de feedbacks, se verificó el uso de estrategias pertenecientes a los dos conceptos metodológicos, reafirmando que no existe forma ideal o correcta para el proceso EAE, ya que el profesor/entrenador debe adaptar la enseñanza de acuerdo a la situación y a las necesidades de cada alumno.
Subject(s)
Humans , Sports/education , Swimming , Teaching , Methodology as a Subject , LearningABSTRACT
Objective To explore the influence of optimizing practical teaching of on improving the application ability and clinical thinking of acupuncture professional students.Method The students of four 2012 acupuncture and massotherapy classes in the college were randomized into experiment and control groups. In the experiment group, practical teaching reform was implemented to adopt Whole course module teaching system, establish practice teaching resource database of and construct the training teaching mode of medical records as guidance, objective and “three observations, seven practices and one comparison”. In the control group, lessons were given in sequence of “meridian and acupoints first” and “needling and moxibustion methods next” of traditional course system, and the training teaching mode of teacher demonstration-student group practice-teacher comment and the teacher-led mode of operation assessment were used. At the end of term, grades were awarded by examining based meridian drawing and acupoint location, puncturing with filiform needles and based operation. Assessment was made by the teachers and experimental group students.Result There were statistically significant differences in the grades of meridian drawing and acupoint location, based puncturing with filiform needles and based operation between the experiment and control groups (<0.01). Both the teachers and experimental group students responded that the application ability was improved to a larger extent.Conclusion The practical teaching reform of is very helpful in improving students’ comprehensive quality of skills and application abilities. standardization of based based.