The Exploration Of Formative Evaluation System Of Nursing Professional Courses From The Perspective Of Smart Education

Objective:This research uses scientific research methods and uses the theoretical and practical characteristics of nursing professional courses as a starting point to understand the status of cognitive and satisfaction of formative evaluation of nursing students in higher nursing schools from the perspective of smart education.Constructing a formative evaluation system for nursing professional courses that enables nursing stedents to change their learning concepts in daily learning,cultivate their self-learning ability and higher-order thinking ability,makes the evaluation purpose more clear and the results more objective.At the same time,it provides a reference for nursing teachers and administrators in colleges and universities to effectively evaluate students’ academic conditions.Methods:This research comprehensively used scientific research methods such as questionnaire survey and Delphi method to initially construct a formative evaluation system for nursing professional courses from the perspective of smart education.The first part,through literature review analysis and collation,self-made questionnaire survey,using questionnaire survey method to understand the cognition of nursing students on the formative evaluation of nursing professional courses,the establishment of nursing professional courses and the situation of nursing students,college nursing specialty development of formative evaluation of courses and students’ satisfaction with formative evaluation of professional courses.The second part,the Delphi method was used to conduct two rounds of expert consultations on the initially construoted formative evaluntion system,and the product method was used to determine the weights of the indicators to form a formative evaluation system for nursing professional courses from the perspective of smart education.Results:(1)The survey results show that in the curriculum of nursing majors,97.6%of nursing students believe that the nursing science curriculum has set up experimental hours,and 92.3%of nursing students also know that the nursing major courses have set up inter-curricular training;The number of nursing students who think that classroom listening and experimentaloperation exercises are the main ways of learning account for 94.0%and 81.1%,and more than half of the students learn by self-learning and group learning;Among the learning models of nursing students,the learning model based on blended learning only accounts for 27.1%.In the formative evaluation of the core curriculum of nursing specialty,66.7%of the courses were formed in formative evaluation,and 90.7%of them were evaluated by teacher evaluation,and 67.2%were combined by online and offline evaluation.Nursing students in the formative evaluation cognition,44.1%familiar with the formative evaluation situation and more than half of the nursing students believe that formative evaluation is useful for the development of students’ individuality,autonomy and creativity.The top five items in terms of satisfaction of nursing students in the formative evaluation of nursing major courses are:teacher input,peer interaction,formative evaluation form,overall evaluation satisfaction and content of formative evalnation;The items ranked lower in satisfaction with he fomative evaluation of nursing professional courses are:formative evaluation approach,scoring standards,blended learning environment,evaluation effect,student learning input,online learning resources.(2)In this study,through the preliminary construction of the evaluation system,the first round of questionnaires was prepared to include 4 first-level indicators,18 second-level indicators,and 83 third-level indicators.After two rounds of expert correspondence,the first-level indicators are not deleted,and one indicator is excluded from the second-level indicators.Add one indicator;remove 17 indicators from the third-level indicators,add 7 indicators,and finally determine the inclusion of 4 first-level indicators(classroom learning evaluation,experimental learning evaluation,inter-curricular apprentice evaluation,network learning evaluation),17 two Formal evaluation indicators for nursing professional courses with grade indicators and 73 third-level indicators.In the second round of enquiry,the average of the indicators in the questionnaire ranged from 3.83 to 5.00,all>3.5,and the coefficient of variation was between 0.0000 to 0.2180,all<0.2500;the recovery rate of the two rounds of expert questionnaires was 100%,and the roumds of 12 experts The expert authority coefficients were 0.863 to 0.888,respectively,all>0.7.The coordination coe:fficients of the two rounds of consultation were all above 0.3,and the significance of the coordination coefficient was P<0.05.(3)The results of index weight distribution are in four dimensions.The weight of classroom learning evaluation is 0.2643,the experimental learning evaluation is 0.2643,the inter-school appraisal evaluation is 0.0.2468,and the network learning evaluation is 0.2246.The evaluation of classroom learning includes four evaluation indicators,among which the weight of group presentation and discussion is 0.0712;the evaluation of experimental learning includes 5 evaluation indicators,of which the weight of experimental evaluation is 0.0570;the evaluation of inter-school appraisal inoludes 3 evaluation indicators,The weight of the apprenticeship report is 0.0859;the network learning evaluation includes 5 evaluation indicators,and the weight of the learning information feedback is 0.0487;the third-level indicators include specific evaluations of knowledge,skills,emotions,learning attitudes,and abilities..The Cronbach’s a coefficient of the overall indicator is 0.972,and the Cronbach’s αcoefficients of the indicators are 0.736,0.929,and 0.966,respectively.It can be seen that the evaluation index has high reliability.ConcIusions:(1)By understanding the formative evaluation cognition and development of nursing specialty courses in colleges and universities,nursing students do not know enough about the formative evaluation system,and have only implemented formative evaluation in some courses;The evaluation indicators are interrelated with the curriculum objectives and the information background,adding relevant indicators for online formative evaluation in the network information environment.(2)The Delphi method has been used to establish 4 first-level indicators,17 second-level indicators,and 73 third-level indicators.Expert consultation has good representativeness and credibility,and the established formative evaluation indicators have good reliability and validity.(3)The selection of experts,the coordination of opinions,and the Delphi method make the weights scientific and objective,and finally including four first-level indicators to construct a classroom learning evaluation(0.2643),experimental learning evaluation(0.2643),and inter-class appraisal evaluation(0.2468),online learnirig evaluation(0.2246)in the pesrrpective of smart education,the formative evaluation system of nursing professional courses.