继续医学教育2025，Vol.39Issue(8)：48-52,5.DOI:10.3969/j.issn.1004-6763.2025.08.010
基于成果导向的对分课堂教学模式在改善淋巴瘤护理教学水平中的作用及教学满意度评价
The Role of Outcome Oriented Classroom Teaching Model in Improving the Teaching Level of Lymphoma Nursing and Evaluating Teaching Satisfaction
摘要
Abstract
Objective Exploring the role of outcome ori-ented classroom teaching mode in improving the teaching level of lymphoma nursing and evaluating teaching satisfac-tion.Methods A quasi-experimental study was conducted.Sixty nursing interns who were on internship at the First Af-filiated Hospital of Kunming Medical University from Jan-uary 2023 to December 2023 were selected as the control group(traditional training mode),and another 60 nursing interns who were on internship during the same period from January 2024 to December 2024 were selected as the observation group(outcome-based flipped classroom teach-ing mode).The scores of the final assessment(theory and practice),the scores of the learning motivation scale,and the teaching satisfaction of the two groups were compared.Result After the intervention,the scores of the theoretical written test and practical operation in the observation group were significantly higher than those in the control group;the scores of learning motivation and learning strategies were significantly improved compared with the control group;the scores of the observation group in the course design,teacher support and self-efficacy modules were all higher than those of the control group(all P<0.05).Conclusion The results oriented classroom teaching model can effectively improve the learning performance of nurs-ing interns,enhance their enthusiasm for nursing work,im-prove their satisfaction level with nursing teaching,and provide reference for optimizing clinical nursing teaching models.关键词
对分课堂/淋巴瘤护理/护理教育/教学效果/教学满意度Key words
classroom division/lymphoma nursing/nurs-ing education/teaching effectiveness/and teaching satisfac-tion分类
医药卫生引用本文复制引用
尹慧琴,王莉,王春麟..基于成果导向的对分课堂教学模式在改善淋巴瘤护理教学水平中的作用及教学满意度评价[J].继续医学教育,2025,39(8):48-52,5.基金项目
云南省教育厅科学研究基金项目(2025J0226) （2025J0226）
