Keywords
PBL teaching method
Respiratory intensive care unit
Nursing teaching
Application effect; Medical education
Submitted : 2024-02-06
Accepted : 2024-02-21
Published : 2024-03-07
Abstract
Objective: The aim is to investigate the application effect of flipped classroom combined with problem-based learning (PBL) teaching method in the teaching of respiratory intensive care unit nursing. Methods: 100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group. The students in the control group were taught by PBL teaching method, and the students in the experimental group were taught by flipped classroom combined with PBL teaching method. After the completion of the teaching, the teachers combined the performance of the two groups of students, and scored them comprehensively in terms of their professional theoretical knowledge, clinical operation skills, independent learning ability, and teamwork ability, and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge, clinical operation, independent learning ability, teamwork ability, and other dimensions. Results: There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students (P > 0.05). The scores of clinical operation, independent learning ability, and teamwork ability of the two groups of students were statistically significant (P < 0.05), and all the scores of the students in the experimental group were higher than that of the control group. More than 90% of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge, improve the clinical operation skills, enhance the ability of independent learning and teamwork; there were 92% of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching. Conclusion: In the teaching of respiratory intensive care unit nursing, the use of flipped classroom combined with PBL teaching method can improve the learning effect of students, and has certain value in teaching.
References
Jiang H, Zheng Y, 2011, Evaluation of the Effect of Nursing Risk Management in Respiratory Medicine Ward. Chinese Journal of Practical Nursing, 27(15): 67–68.
Guan S, Zhao Y, Liu G, 2014, Application and Comparative Analysis of PBL and LBL Teaching Mode in Endocrinology Nursing Teaching Room. Journal of Armed Police Logistics College (Medical Edition), 23(05): 439–441.
Ye Q, Li M, 2015, Empirical Analysis of the Comparison Between Traditional Teaching and Flipped Classroom in Higher Education. Modern Education Technology, 25(01): 60–65.
Wang J, 2014, Comparative Study of PBL and LBL Teaching Method in Nursing Teaching. Biotechnology World, 2014(11): 193.
Mao X, Ye X, Lan L, 2019, Application of Flipped Classroom Teaching Mode in Nursing Teaching of Rehabilitation Medicine. China Higher Medical Education, 2019(06): 65–66.
Shen J, Xie H, Wu X, et al., 2021, Practice of PBL Hybrid Teaching Mode Based on SPOC Flipped Classroom in Clinical Skills Training for Undergraduate Dentistry Students. Research on Teaching and Learning in Higher Education Medicine (Electronic Edition), 11(02): 52–58.
Carbogim FC, Oliveira LB, Puschel VA, 2016, Critical Thinking: Concept Analysis From the Perspective of Rodger’s Evolutionary Method of Concept Analysis. Rev Lat Am Enfermagem, 2016(24): 2785.
Cui Z, Wang C, He Z, et al., 2020, Application of Flipped Classroom Combined with Case Teaching Method in the Teaching of Tumor Radiotherapy. Journal of Shenyang Medical College, 22(2): 190–192.
Liu P, Zhao Y, 2019, Effect of PBL Approach for Teaching Nursing Safety to Practicing Nurses on Reducing Nursing Safety Hazards. International Journal of Nursing, 38(7): 880–883.
Zeng Z, 2012, Characteristics, Practices and Problems of Reverse Teaching. China Electrochemical Education, 2012(07): 114–117.
Huang Y, Liu J, Yin P, et al., 2014, Some Thoughts on the Design of “Flipped Classroom” Teaching Mode. Modern Education Technology, 24(12): 100–106.
Long Q, 2014, An Empirical Study of “Flipped Classroom” Applied to Information Literacy Education Program. Journal of University Libraries, 32(06): 97–102 + 96.
Leila B, Razieh P, Nahid Z, 2023, The Effect of Flipped Approach in Teaching Critical Respiratory Care Among Nurses During the COVID-19 Era. BMC Research Notes, 16(1).
Lyberg-Ahlander V, Lundskog M, Hansson L, 2014, Experiencing the Role of PBL Tutor. Clin Linguist Phon, 28(1–2): 36–46.
Yang M, Hu G, Liu G, et al., 2021, Exploration of the Application of Flipped Classroom Combined with PBL in Pediatric Nursing Internship Teaching. Journal of Inner Mongolia Medical University, 43(S1): 77–80.
Tang J, 2022, Application of Flipped Classroom Combined with PBL Teaching Method in Obstetric Nursing Teaching. China Continuing Medical Education, 14(17): 70–73.