张金姬

【摘要】 目的：探究微课模式对骨科护理规培生学习积极性及学习能力的影响。方法：选取2017年1月-2019年6月50例骨科护理规培生为研究对象，将其随机分为对照组（25例）和观察组（25例）。对照组采用常规模式，观察组采用微课模式。比较两组干预前后学习积极性、自主学习能力量表评分及对教学模式的满意度。结果：干预前两组学习积极性及自主学习能力量表评分比较，差异均无统计学意义（P>0.05）;干预后观察组学习积极性及自主学习能力量表评分均显著优于对照组，差异有统计学意义（P<0.05）。观察组对教学模式的满意度显著高于对照组，差异有统计学意义（P<0.05）。结论：微课模式可有效提高骨科护理规培生学习积极性及学习能力，在骨科护理规培生中的应用价值较高。

【关键词】 微课模式 骨科 护理规培生 学习积极性 学习能力

doi：10.14033/j.cnki.cfmr.2020.20.076 文献标识码 B 文章编号 1674-6805（2020）20-0-03

The Influence of Micro-course Mode on Learning Enthusiasm and Learning Ability of Orthopaedic Nursing Students/ZHANG Jinji. //Chinese and Foreign Medical Research， 2020， 18（20）： -186

[Abstract] Objective： To investigate the influence of micro-course mode on learning enthusiasm and learning ability of orthopaedic nursing students. Method： A total of 50 orthopaedic nursing students from January 2017 to June 2019 were selected as the study subjects. They were randomly divided into the control group （25 cases） and the observation group （25 cases）. The control group adopted the conventional mode， while the observation group adopted the micro-course mode. The learning enthusiasm and self-learning ability scale score and the teaching mode satisfaction were compared between the two groups before and after the intervention. Result： Before intervention， there were no statistically significant differences between the two groups in the learning enthusiasm and self-learning ability scale score （P>0.05）. After intervention， the learning enthusiasm and self-learning ability scale score in the observation group were significantly better than those in the control group， the differences were statistically significant （P<0.05）. The teaching mode satisfaction in the observation group was significantly higher than that in the control group， and the difference was statistically significant （P<0.05）. Conclusion： Micro-course mode can effectively improve the learning enthusiasm and learning ability of orthopaedic nursing students， and it has high application value in orthopaedic nursing students.

[Key words] Micro-course mode Orthopaedic Nursing students Learning enthusiasm Learning ability

First-authors address： Yongan General Hospital of Sanming， Yongan 366000， China

護理规培生的学习过程面临的问题较多，学习的内容较为宽泛，同时学习知识重点及难点也较多，这就对其学习积极性及学习能力提出了较高的要求。而不同的教育带教模式在护理规培生学习状态改善及影响中的作用不同[1-2]，而微课模式在护理规培生中的应用研究虽可见，但是未见其在骨科护理规培生学习积极性及学习能力提升中的作用研究。因此，本研究就微课模式对骨科护理规培生学习积极性及学习能力的影响进行探究，现将结果报道如下。

1 资料与方法

1.1 一般资料

选取2017年1月-2019年6月50例骨科护理规培生为研究对象，纳入标准：男女不限;骨科护理规培生;大专及以上学历者。排除标准：中途放弃;有工作史。将其随机分为对照组（25例）和观察组（25例）。对照组中男0例，女25例;年龄19～27岁，平均（22.1±1.5）岁;大专20例，本科5例。观察……