Application effect of blending-learning model on clinical teaching for practice nursing students in ICU / 中国实用护理杂志

ABSTRACT

Objective To explore the application effect of blending-learning model on clinical teaching for practice nursing students in ICU. Methods Totally 165 nursing students who practiced in ICU from 2016 to 2017 were selected by convenient sampling.82 nursing students in the traditional teaching mode were used as the control group in 2016, while 83 nursing students in the blending-teaching model on the basis of the control group were used as the observation group in 2017. Results The aspects of theory and skill operation, clinical nursing comprehensive ability, teaching content, teaching method, language expression, interpersonal relationship, learning atmosphere, learning opportunity and overall evaluation in nursing students of the observation group were (83.89±7.01),(93.05±2.60), (6.61± 1.15),(3.64±0.68),(3.85±0.77),(3.76±0.73),(3.84±0.91),(3.68±0.78),(3.74±0.81),(3.73±0.66)points, which were higher than(69.93 ± 10.28),(87.94 ± 3.11),(5.51 ± 1.53),(2.79 ± 0.84),(2.69 ± 0.63),(2.39 ± 0.52),(2.01 ± 0.70),(2.43 ± 0.57),(2.50 ± 0.55),(2.46 ± 0.55)points in the control group, the differences were significant(t =-14.235--5.176,P ＜0.05).There was no significant difference between the two groups in terms of sex, age, educational level, scores of entrance examination, teachers′quality, teaching attitude, work atmosphere and organizational support (P>0.05). Conclusions The blending-teaching model is beneficial to improve the learning achievement, clinical nursing comprehensive ability and satisfaction in nursing students who practiced in ICU, and promote the continuous improvement of clinical teaching quality.