The Influence of Flipped Classroom in the Perspective of Student-based Education on Clinical Communication Skills of Student Practical Nurses_West China Medical Journal

Authors：

 YeYansheng ¹ ,  KongLinglin ¹ , BaoCuiyu ² , YeLei ¹

1. Research Office of Psychological Nursing and Community Nursing; Hubei University of Science and Technology, Xianning, Hubei 437100, P. R. China;
2. Nursing School; Hubei University of Science and Technology, Xianning, Hubei 437100, P. R. China;

Corresponding?author：

KongLinglin, Email: 50678088@qq.com

Keywords：

Undergraduate; Student practical nurses; Student-based education; Flipped classroom; Clinical communication skills

DOI：

10.7507/1002-0179.201600487

Video：

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Abstract Full text Figures/Tables Video References Cited by

Objective To explore if flipped classroom in the perspective of student-based education can improve clinical communication skills of student practical nurses in clinical practice. Methods Nursing undergraduate students who practised in a top-level comprehensive hospital between July 2014 and April 2015 were included in this study as the research subjects. Eighty-five student nurses were randomly divided into observation group (n=43) and control group (n=42). Students of the observation group participated in the flipped classroom in the perspective of student-based education, while students of the control group took routine clinical practice. The clinical communication skills of the students in the two groups before and after intervention were measured by using questionnaire survey. Results There were significant improvement in verification experience, effective information delivery, patient problems identifying, listening acuity, harmonious relationship building and joint participation for students in the observation group (P < 0.05). Conclusions Flipped classroom in the perspective of student-based education can effectively improve clinical communication skills for student practical nurses. It can be used as a method of communication ability training for undergraduate nursing students in clinical practice.

Citation： YeYansheng, KongLinglin, BaoCuiyu, YeLei. The Influence of Flipped Classroom in the Perspective of Student-based Education on Clinical Communication Skills of Student Practical Nurses. West China Medical Journal, 2016, 31(10): 1770-1773. doi: 10.7507/1002-0179.201600487 Copy

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1. 田春苗.生本教育理念下提高法科學生自主學習能力的思考——以高校經濟法學課程為例[J].湖北函授大學學報, 2014, 27(3): 101-102, 104.
2. 陳怡.基于混合學習的翻轉課堂教學設計與應用研究[D].武漢:華中師范大學, 2014: 5-6.
3. 葉艷勝, 丁芳, 曹群英, 等.支架式教學對本科實習護生專業自我概念的影響[J].中國實用護理雜志, 2013, 29(5): 76-78.
4. 任秀紅, 韓向東, 石素寧.支架式教學對專科實習護生臨床溝通能力影響的研究[J].中國臨床護理, 2015, 7(3): 256-259.
5. 張鑫, 周濤.支架式教學對實習護生臨床溝通能力的影響[J].護理學雜志, 2013, 28(21): 72-74.
6. 陳曉菲.翻轉課堂教學模式的研究[D].武漢:華中師范大學, 2014: 5-52.
7. 劉凱.基于電子書包的翻轉課堂教學案例設計[D].蘭州:西北師范大學, 2014: 43-71.
8. 劉璟瑩, 劉彥慧, 楊繼鵬, 等.團體干預對護生臨床實習專業行為及評判性思維的影響[J].中國實用護理雜志, 2014, 30(21): 31-33.
9. 楊芳宇.護生臨床溝通能力測評量表的初步研制[D].北京:中國協和醫科大學, 北京協和醫學院, 清華大學醫學部, 中國醫學科學院, 2003: 32-33.
10. 袁君蘭. "生本教育"理念下提高思想政治課堂教學實效性研究[D].石家莊:河北師范大學, 2014: 7-8.
11. Davies RS, Dean DL, Ball N. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course[J]. Educat Tech Research Dev, 2013, 61(4): 563-580.
12. 劉國歡.生本教育理念下翻轉課堂教學模式的研究[D].長春:東北師范大學, 2014: 36-37.
13. 劉軍, 楊愛紅, 尹娜, 等. NLP培訓法在護理高職生臨床溝通能力訓練中的應用初探[J].淮北職業技術學院學報, 2014, 13(6): 138-139.
14. Missildine K, Fountain R, Summers L, et al. Flipping the classroom to improve student performance and satisfaction[J]. J Nurs Educ, 2013, 52(10): 597-599.
15. 葉艷勝, 曹群英, 丁芳, 等.支架式教學對本科實習護生自我概念的影響[J].護理研究, 2013, 27(16): 1631-1633.

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The Influence of Flipped Classroom in the Perspective of Student-based Education on Clinical Communication Skills of Student Practical Nurses

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