本科老年护理学课程“SPOC+任务驱动案例”思政育人方案的构建与应用

蒋楠楠; 张艳丽; 张静; 叶红; 钱荣

doi:10.16766/j.cnki.issn.1674-4152.002960

本科老年护理学课程“SPOC+任务驱动案例”思政育人方案的构建与应用

doi: 10.16766/j.cnki.issn.1674-4152.002960

蒋楠楠^1, ,,
张艳丽²,
张静¹,
叶红¹,
钱荣¹

1.
蚌埠医学院护理学院，安徽蚌埠 233000
2.
蚌埠医学院第一附属医院护理部，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2020mooc300

蚌埠医学院教学研究项目 2019jyxm11

详细信息

通讯作者:
蒋楠楠，E-mail：jiangnannan0719@163.com

中图分类号: R192.6 R47
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- 被引次数: 0
出版历程
- 收稿日期: 2022-05-30
- 网络出版日期: 2023-05-31

Construction and application of the ideological and political education program of "SPOC+task driven case" in the undergraduate geriatric nursing course

1.
School of Nursing, Bengbu Medical College, Bengbu, Anhui 233000, China

摘要

摘要: 目的探讨立德树人视域下，“小规模限制性在线课程(SPOC)+任务驱动案例”思政育人方案在护理本科课程《老年护理学》中的应用及效果评价。方法根据教学大纲，构建“SPOC+任务驱动式”思政育人方案，结合本科生特点，针对思政大纲的要求，设计任务驱动式思政教学案例及完善SPOC教学平台。采用整群抽样的方法，抽取蚌埠医学院2019级护理本科A班116名学生作为实验组，实施“SPOC+任务驱动案例”思政育人教学模式；抽取B班120名学生作为对照组，采用传统教学模式。授课结束1周内，采用理论测试、对老年人态度问卷及学生评判性思维能力问卷进行教学效果评价。结果实验组学生理论成绩为(76.79±4.22)分，高于对照组的(72.45±5.54)分，差异有统计学意义(P＜0.05)；2组学生对老年人态度得分，实验组得分为(175.42±9.17)分，高于对照组的(88.42±6.72)分，差异有统计学意义(P＜0.05)；实验组学生评判性思维能力各维度得分均高于对照组，差异有统计学意义(均P＜0.05)，实验组学生评判性思维能力总得分为(315.54±12.66)分，高于对照组的(224.21±5.22)分，差异有统计学意义(P＜0.05)。结论立德树人视域下，“SPOC+任务驱动案例”思政育人方案的实施有助于提高护理本科生老年护理学理论成绩，改善护理本科生对老年人的态度，提高学生评判性思维水平，促进学生综合素质的提升，有助于进一步实现高校教育立德树人的根本任务。
- 老年护理 /
- 小规模限制性在线课程 /
- 任务驱动式 /
- 案例教学法
Abstract: Objective To explore the application and effect evaluation of "SPOC+ task driven cases" ideological and political education program in geriatric nursing, a nursing undergraduate course, from the perspective of strengthening moral education for cultivating people. Methods According to the teaching syllabus, a "SPOC+ task driven" ideological and political education program was constructed. Combined with the characteristics of undergraduates and the requirements of the ideological and political syllabus, task driven ideological and political teaching cases were designed and the SPOC teaching platform was improved. Using the method of cluster sampling method, 116 students in the 2019 undergraduate nursing class A of Bengbu Medical College were selected as the experimental group to implement the "SPOC+ task driven case" ideological and political education teaching mode; and 120 students in the class B were selected as the control group to implement traditional teaching mode. Within one week after the end of the course, the teaching effect was evaluated by theoretical test, attitude questionnaire for the elderly and critical thinking ability questionnaire for the students. Results The average score of the students in the experimental group was 76.79±4.22, which was higher than that in the control group (72.45±5.54, P < 0.05); The score of the attitude towards the elderly was 175.42±9.17 in the experimental group, which was significantly higher than that in the control group (88.42±6.72, P < 0.05); The experimental group scored higher than the control group in all dimensions of critical thinking ability (all P < 0.05). The total score of the students ' critical thinking ability in the experimental group was 315.54±12.66, which was higher than that in the control group (224.21±5.22), and the difference was statistically significant (P < 0.05). Conclusion The implementation of the "SPOC+ task driven case" ideological and political education program from the perspective of strengthening moral education for cultivating people will help to improve the theoretical achievements of geriatric nursing of nursing undergraduates, improve their attitude towards the elderly, enhance their critical thinking level, promote the improvement of students ' comprehensive quality, and further realize the fundamental task of strengthening moral education for cultivating people in higher education.
- Geriatric care /
- Small private online course /
- Task driven /
- Case teaching method

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表 1 部分课程任务安排及部分思政融入点

Table 1. Part of the curriculum task arrangement and part of the ideological and political integration points

教学内容	案例	思政融入点	工作任务
老年人常见健康问题	“扶不扶？”以社会热点“扶老年人”为案例，思考作为一名医学生，遇到这种情况该不该“扶”、怎么“扶”。	结合社会热点，回顾助人为乐的传统美德、弘扬社会主义核心价值观及作为医学生的社会责任。	任务1：扶不扶？任务2：如何正确“扶”？任务3：“扶”之后，下一步怎么做？
老年人健康体检	“一波三折”借助2021年春晚小品《一波三折》，老人认为，“小病不用治，大病治不了”“不需要体检”分析其错误观念，普及正确的健康理念。	通过解决案例中主人公的疑问，帮助老年人树立正确的健康理念，引导学生思考职业价值、坚定专业思想。	任务1：老年人为什么要进行健康体检？任务2：看不懂体检报告怎么办？任务3：哪些属于健康危险信号？任务4：老年人如何进行自我的健康管理？
老年人健康干预	“钟院士的养生之道”观看钟院士纪录片，学习钟院士以八十多岁的高龄仍然战斗在抗击新冠疫情第一线崇高的职业精神及爱国主义精神。	结合真实、励志的榜样，培养学生树立积极的人生观和价值观，增强职业信念和职业价值感。	任务1：老年人如何健康饮食？任务2：如何帮老年人制定运动方案？任务3：老年人如何保持良好的心态？
老年人养老服务	“老骥伏枥、志在千里，烈士暮年、壮心不已”，结合我国老龄化的现状，分析老龄化的应对方法及措施。	引导学生思考，全球老龄化趋势下的机遇与挑战以及结合我国国情，探讨应对老龄化的方案。	任务1：我国“未富先老”了吗？任务2：居家养老、机构养老，怎么选？任务3：未来有哪些养老产业值得从事？

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表 2 2组学生理论考试得分比较(x±s, 分)

Table 2. Comparison of scores of theoretical examination between two groups of students(x±s, points)

组别	人数	理解记忆类	应用分析类	综合得分
实验组	116	32.19±2.69	44.60±3.62	76.79±4.22
对照组	120	32.52±2.87	39.93±4.58	72.45±5.54
t值		0.903	8.167	-6.759
P值		0.367	0.008	< 0.001

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表 3 干预前后实验组与对照组老年人态度得分比较(x±s，分)

Table 3. Comparison of attitude scores between the experimental group and the control group before and after intervention(x±s, points)

维度	干预前		t值	P值	干预后		t值	P值
维度	对照组	实验组	t值	P值	对照组	实验组	t值	P值
正性态度	37.19±3.48	36.86±3.55	0.647	0.518	36.99±3.32	85.01±4.89	88.560	< 0.001
负性态度	50.23±2.82	50.17±2.77	0.167	0.867	51.43±5.02	90.41±5.55	56.605	< 0.001
总分	87.39±4.54	87.03±4.02	0.641	0.522	88.42±6.72	175.42±9.17	83.338	< 0.001

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表 4 干预前后实验组与对照组评判性思维得分比较(x±s，分)

Table 4. Comparison of critical thinking scores between experimental group and control group before and after intervention(x±s, points)

维度	干预前		t值	P值	干预后		t值	P值
维度	对照组	实验组	t值	P值	对照组	实验组	t值	P值
寻找真相	34.72±1.70	35.24±2.85	1.723	0.086	34.62±1.70	46.09±2.50	41.451	< 0.001
开放思想	32.69±1.96	33.18±3.67	1.283	0.201	32.18±2.18	45.00±2.71	40.015	< 0.001
分析能力	31.92±1.98	32.41±3.38	1.385	0.168	32.28±1.93	44.36±2.88	37.775	< 0.001
系统化能力	31.05±2.34	31.93±4.43	1.918	0.056	31.43±2.17	45.50±3.32	38.690	0.001
思维自信心	30.19±1.83	30.00±4.39	0.440	0.660	29.84±1.96	47.09±2.26	49.382	0.011
求知欲	33.94±2.46	34.64±3.33	1.884	0.060	33.83±1.92	44.56±2.89	36.845	0.017
认知成熟度	29.93±2.40	30.11±2.47	0.562	0.575	30.02±1.87	43.04±3.52	35.689	< 0.001
总得分	224.44±5.38	227.52±9.41	1.652	0.095	224.21±5.22	315.54±12.66	72.843	0.001

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