SPOC Five-step Teaching Method Application And Research In The Course Of Literature Discussion For Nursing Graduate Students

Objective:According to the curriculum construction requirements of nursing graduate students,the curriculum knowledge system of "Literature Discussion",teaching key and difficult points,etc.,curriculum design is formulated,and teaching resources of SPOC five-step teaching method in "Literature Discussion" course of nursing graduate students are constructed.The influence of SPOC five-step teaching method and routine teaching on the independent learning ability,scientific research ability,critical thinking ability and assessment scores of nursing graduate students was compared.Methods:According to the teaching syllabus,the teaching content of Literature Discussion is structured and fragmented,the key and difficult chapters are deeply analyzed and summarized,online teaching videos are made,and teaching resources of SPOC five-step teaching method are constructed.Cluster sampling method: 93 nursing graduate students of 2020 in our school were selected as experimental group,and 73 nursing graduate students of 2019 were selected as control group.The experimental group used SPOC five-step teaching method,and the control group used routine teaching.Evaluation tools: general data,Scale of Independent Learning Ability of Nursing College Students,Scale of Self-Evaluation of Scientific Research Ability of Nursing Staff,Chinese Version of Critical Thinking Ability Rating Scale,and final assessment results.Semi-structured interview was conducted for the experimental group after the course.Results:1.Construction of SPOC five-step teaching method "Literature Discussion" course resources: including 94 online videos,about 1823 minutes,of which 3 are general;There were 28 quantitative studies,including 7 experimental studies,8 quasi-experimental studies and 13 non-experimental studies(3 Delphi studies,3 descriptive studies,4correlation studies and 3 analytical studies).There are 18 qualitative research designs,including 4 phenomenological studies,4 grounded theory studies,3 ethnographic studies,3 case studies,and 4 action studies.There were 27 cases of evidence-based nursing,including 6 cases of systematic evaluation,6 cases of meta-analysis,6 cases of meta-integration,5 cases of guideline evaluation and 4 cases of bibliometrics research.There were 18 other types,including 4 narrative nursing,4 questionnaire compilation,5mixed method research,5 nursing research project management;The online course includes more than 20 research designs and a total of 140 class hours;The online database includes 166 articles of online literature,18 sets of offline homework,10 sets of examination papers and 32 mind maps.2.General information: There were no statistically significant differences(P≥0.182)between the two groups of graduate students in gender,postgraduate education,whether they are fresh graduates,whether they participate in extracurricular activities,whether they like nursing,and weekly online self-learning time.3.Autonomous learning ability: The total scores and scores of each item in the experimental group and control group were improved before and after intervention,with statistical significance(P≤0.007);Before intervention,the dimensions of "self-management ability" and "cooperation ability" in the two groups had no statistical significance(P≥0.163);while the total scores and items in the two groups had statistical significance after intervention(P≤0.001).4.Scientific research ability: Scores of each item in the experimental group and control group were improved before and after intervention,with statistical significance(P≤0.002);There was no statistical significance in the dimensions of "problem discovery","literature review" and "data processing" before intervention(P≥0.135).There was statistically significant difference between the two groups after intervention(P≤0.002).5.Critical thinking ability: before and after intervention,the total score and the scores of each item in the experimental group were improved,with significant difference(P≤0.007);Control group before and after intervention: total score,"truth seeking","analytical ability","confidence","thirst for knowledge","cognitive maturity" had statistical significance(P≤0.047);There was no statistical significance in the total scores and items before intervention in the two groups(P≥0.089);After intervention,there were statistical differences between the two groups in total score,"truth seeking","systematization ability","self-confidence" and "cognitive maturity"(P≤0.006).6.Final assessment: The experimental group was higher than the control group,with statistical significance(P≤0.000).7.Semi-structured interview: condenses three themes: curriculum setting(teaching arrangement and teaching mode),independent learning and acceptance attitude.Conclusion:1.Developed the teaching plan of SPOC five-step teaching method,constructed teaching resources,and achieved remarkable teaching results.SPOC five-step teaching method has a positive effect on the independent learning ability,research ability and critical thinking ability of nursing graduate students,which is worth recommending.2.Practice tests truth,and the quality of teaching determines the quality of talents.Colleges and universities should strengthen top-level teaching design,support cross-school communication,improve teaching teams,build high-quality resources,and strengthen technological innovation.The education model is undergoing profound reform,the integration of online and offline is imperative,and the student-centered teaching will be normalized.How to build an educational framework suitable for the integration of two lines,scientific and systematic teaching resources,objective and accurate analysis of learning situation,fair and rigorous evaluation methods,etc.,are problems worthy of educators to think deeply.