智慧教室与临床见习融合模式在《康复护理学》中的应用研究

Application of an Integrated Model of Smart Classroom and Clinical Probation in the Teaching of Rehabilitation Nursing

摘要: 目的：构建智慧教室与临床见习融合的三阶递进式教学模型，并初步验证其在《康复护理学》教学中的应用效果。方法：选取某高职院校护理专业学生198名，采用随机分组法(计算机随机数列)分为对照组(n = 99)与观察组(n = 99)。对照组采用传统临床见习带教，观察组采用三阶递进式融合教学(虚拟情境浸润→真实情境交互→反思性整合)。干预4周后比较两组理论成绩、操作考核(OSCE)成绩、评判性思维能力(CTDI-CV)、自主学习能力及教学满意度。结果：观察组理论成绩(84.23 ± 7.34)分，高于对照组的(79.19 ± 6.64)分(t = 5.067, P < 0.001, Cohen’s d = 0.72)；观察组操作成绩(87.39 ± 5.46)分，高于对照组的(80.19 ± 6.64)分(t = 8.337, P < 0.001, Cohen’s d = 1.18)。观察组CTDI-CV总分(287.69 ± 37.16)分、自主学习能力总分(110.90 ± 19.16)分均高于对照组((259.88 ± 39.17)分、(95.68 ± 22.82)分) (t = 5.125、5.083，均P < 0.001，Cohen’s d = 0.73、0.72)；观察组教学满意度(98.99%)高于对照组(89.90%) (连续性校正χ² = 6.160，P = 0.013，φ = 0.20)。结论：智慧教室与临床见习融合模式有助于提高高职护生的理论成绩、操作技能、评判性思维和自主学习能力，并获得较高的教学满意度，可为同类院校《康复护理学》课程改革提供参考。

Abstract: Objective: To construct a three-stage progressive teaching model integrating smart classroom with clinical probation, and to preliminarily verify its application effects in the teaching of Rehabilitation Nursing. Methods: A total of 198 nursing students from a vocational college were selected and randomly assigned to a control group (n = 99) and an observation group (n = 99) using a computer-generated random number sequence. The control group received traditional clinical probation teaching, while the observation group received three-stage progressive integrated teaching (virtual situation immersion → real situation interaction → reflective integration). After 4 weeks of intervention, theoretical examination scores, Objective Structured Clinical Examination (OSCE) scores, California Critical Thinking Disposition Inventory (CTDI-CV), self-directed learning ability, and teaching satisfaction were compared between the two groups. Results: The theoretical score of the observation group (84.23 ± 7.34) was higher than that of the control group (79.19 ± 6.64) (t = 5.067, P < 0.001, Cohen’s d = 0.72), and the OSCE score of the observation group (87.39 ± 5.46) was higher than that of the control group (80.19 ± 6.64) (t = 8.337, P < 0.001, Cohen’s d = 1.18). The total CTDI-CV score (287.69 ± 37.16 vs 259.88 ± 39.17, t = 5.125, P < 0.001, Cohen’s d = 0.73) and the total self-directed learning ability score (110.90 ± 19.16 vs 95.68 ± 22.82, t = 5.083, P < 0.001, Cohen’s d = 0.72) of the observation group were higher than those of the control group. Teaching satisfaction in the observation group (98.99%) was higher than that in the control group (89.90%) (continuity-corrected χ² = 6.160, P = 0.013, φ = 0.20). Conclusion: The integrated model of smart classroom and clinical probation can help improve vocational nursing students’ theoretical achievement, operational skills, critical thinking, and self-directed learning ability, with high teaching satisfaction, and may provide a reference for the curriculum reform of Rehabilitation Nursing in similar institutions.