PDF(Pubmed)
Abstract：
BACKGROUND: Problem-based learning (PBL) is a student-centred approach that triggers learning by presenting problems cenarios early in the learning process.Flipped classrooms have been used in various disciplines using various models.Pre-class e- learning in aflipped classrooms can enrich knowledge acquisition in PBL teaching. This study was conducted to explore nursing students\'experience of flipped classroom combined with problem-based learning in a paediatric nursing course.
METHODS: This descriptive qualitative study was conducted between January and June 2022.Semi-structured interviews were conducted with nursing students who were participated in flipped classrooms combined with PBL teaching in a paediatric nursing course at Soochow university in China. Nursing students were selected using a purposive sampling method until no new data were generated (n = 16).
RESULTS: We identified ten sub-themes and four higher-order themes based on these sub-themes: (1)stimulating interest in learning and enhancing autonomous learning,(2)improving independent thinking and problem-solving skills,(3)cultivating team work spirit, and (4) gaining knowledge and improving skills.The findings of our research contribute to show the effectiveness of the flipped classroom combined with PBL in a paediatric nursing course.
CONCLUSIONS: The flipped classroom combined with PBL in a paediatric nursing course can enhances communication and cooperation abilities among nursing students, promoting common progress and the comprehensive development of nursing students.
METHODS: This descriptive qualitative study was conducted between January and June 2022.Semi-structured interviews were conducted with nursing students who were participated in flipped classrooms combined with PBL teaching in a paediatric nursing course at Soochow university in China. Nursing students were selected using a purposive sampling method until no new data were generated (n = 16).
RESULTS: We identified ten sub-themes and four higher-order themes based on these sub-themes: (1)stimulating interest in learning and enhancing autonomous learning,(2)improving independent thinking and problem-solving skills,(3)cultivating team work spirit, and (4) gaining knowledge and improving skills.The findings of our research contribute to show the effectiveness of the flipped classroom combined with PBL in a paediatric nursing course.
CONCLUSIONS: The flipped classroom combined with PBL in a paediatric nursing course can enhances communication and cooperation abilities among nursing students, promoting common progress and the comprehensive development of nursing students.
摘要：
背景：基于问题的学习（PBL）是一种以学生为中心的方法，通过在学习过程的早期提出问题来触发学习。翻转教室已使用各种模型在各种学科中使用。翻转课堂的课前网络学习可以丰富PBL教学中的知识获取。本研究旨在探索护理专业学生在儿科护理课程中翻转课堂结合基于问题的学习的经验。
方法：这项描述性定性研究于2022年1月至6月间进行。在中国苏州大学儿科护理课程中，对参加翻转课堂结合PBL教学的护生进行了半结构化访谈。使用目的抽样方法选择护理学生，直到没有产生新数据（n=16）。
结果：我们根据这些子主题确定了十个子主题和四个高阶主题：（1）激发学习兴趣并增强自主学习，（2）提高独立思考和解决问题的能力，（3）培养团队合作精神，（4）获得知识和提高技能。我们的研究结果有助于证明翻转课堂与PBL结合在儿科护理课程中的有效性。
结论：翻转课堂结合PBL在儿科护理学课程中可以提高护生的沟通和合作能力，促进护生共同进步和全面发展。
方法：这项描述性定性研究于2022年1月至6月间进行。在中国苏州大学儿科护理课程中，对参加翻转课堂结合PBL教学的护生进行了半结构化访谈。使用目的抽样方法选择护理学生，直到没有产生新数据（n=16）。
结果：我们根据这些子主题确定了十个子主题和四个高阶主题：（1）激发学习兴趣并增强自主学习，（2）提高独立思考和解决问题的能力，（3）培养团队合作精神，（4）获得知识和提高技能。我们的研究结果有助于证明翻转课堂与PBL结合在儿科护理课程中的有效性。
结论：翻转课堂结合PBL在儿科护理学课程中可以提高护生的沟通和合作能力，促进护生共同进步和全面发展。
