Résumé
Targeted to the junior nursing students in our university, we applied experiential teaching in the course of Obstetrics and Gynecology Nursing to carry out humanistic care infiltration education, which mainly included three parts: aesthetic activities in theoretical class, experiential activities in experimental class and enlightenment after class. After class, compared with the nursing students who were educated by traditional teaching methods, the quality of humanistic care of nursing students who accepted experiential teaching was improved more obviously. It is suggested that the application of experiential teaching is effective in infiltrating humanistic care education in nursing professional courses, which is also in line with the development of nursing discipline.
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Objective To discuss the application form, method and effect of blending learning based on MOOC in Obstetrics and Gynecology Nursing Course, so as to improve learning quality and com-prehensive qualities of students. Methods Randomly selected a nursing undergraduate class as experi-mental group (n=190) and another as control group (n=189);blending learning and traditional teaching model were adopted, respectively. T test and chi-square test were used to compare scores of final exam in two groups, and Rating Scale of Self-directed Learning Competence for Nurses and Scale of Clinical Commu-nication Competence for Nursing Students were used to evaluate two groups before and after the course. Results The average score (76.30±7.08) and excellent rate (35.79％) in the experimental group were higher than those in the control group of (74.78 ±7.18) and 25.93％, with significance differences (P<0.05);Surveys showed that after the course, the autonomous learning ability and the clinical communication ability of students in the experimental group were better than before, and were better than those in the control group. Conclusion Blending learning can be applied to Obstetrics and Gynecology Nursing Course, which can effectively improve learning quality and enhance students' ability of independent study and clinical com-munication, with satisfactory teaching effects to both teachers and students.
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Objective:To explore the effects of formative assessment using sitcom play in obstetrics and gyne-cology nursing teaching.Methods:Totally 214 undergraduate of grade 2011 nursing students were recruited in the present study.Using envelope method,2 classes were randomly selected as the control group and 2 as the experi-mental group.Students in the control group (n--107) were assessed with traditional assessment method,while those in the experimental group (n =107) were taught using situational drama performance and assessed with form-ative assessment method throughout the process.Students' test scores of obstetrics and gynecology nursing in these two groups were compared,and the opinions on the formative assessment method using sitcom play were investiga-ted among students in the experimental group.Results:Students in the experimental groupscored significantly high-er than those of the control group(78.43 ± 5.21 vs.76.67 ± 6.40,t =2.20,P ＜ 0.05).About 98.31％ of the students approved the formative assessment mode.They reported that this approach was helpful to improve the abili-ty to combine theory and practice andto communicate with others,to cultivate students' creative thinking,and to stimulate their learning interest and learning initiative.Conclusion:The application of formative assessment mode using sitcom play in obstetrics and gynecology nursing teaching is beneficial to enhance teaching effect and improve the ability of nursing students,which is worth popularizing.
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To meet the new requirements of modern information education, and to achieve the goal of developing a new type of nursing talents with good judgment thinking ability and post compe-tency, Chongqing Medical University explored the construction and application of nursing courses in obstetrics and Gynecology. By means of MOOC network platform, we provided students with rich teach-ing resources, so that students could complete their own learning, interactive discussion, examination questions and feedback, to provide the basis for teachers designing the teaching of flipped classroom. We also used the MOOC class to implement the mixed teaching, and gradually develop students' au-tonomous learning ability.
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Objective To understand and explore the feelings and viewpoint of obstetrics and gynecology nursing professional degree postgraduates′core competency. Methods This study used semi-structured focus group to interview 3 obstetrics and gynecology department nurse specialists and 6 nursing postgraduates who work in the obstetrics and gynecology department. The data was transcribed based on the tape and were analyzed by software Nvivo 10.0. Results A comprehensive analysis of the five core competencies: clinical practice competency, research ability,clinic thinking ability, interpersonal communication and psychological counseling skills, self- planning ability. Conclusions Setting curriculum on basis of core competency. Quantify the clinical practice plan. Exploring the pattern of clinical education. Tamp the foundation, pay attention to practice, a positive attitude.