| Objectives:1.To explore the effectiveness of the application of task-driven teaching method in teaching "Nursing Research" for upgraded nursing students,and to provide a basis for the cultivation of scientific research ability of upgraded nursing students.2.To explore the genuine feelings of the upgraded nursing students about learning the "Nursing Research" course and their participation in the task-driven teaching method,and to discover the strengths and weaknesses for subsequent teaching.Methods:The participants were upgraded nursing students of medical school at a university,class 2021,in Yunnan Province,who were selected by whole group random sampling from 2 classes and randomly divided into experimental and control groups using the random number table method.The experimental group comprised 55 students,while the control group consisted of 59 students.Both groups were taught using different teaching methods-the control group received traditional teaching,while the experimental group was taught through the task-driven teaching method.At the end of the course teaching,the experimental group and the control group were compared in terms of independent learning ability and nursing research ability,regular test and final grade,and teaching effect evaluation,and then semi-structured interviews were conducted with students using descriptive qualitative research to gain an in-depth understanding of students’ learning experience,and the application effect of task-driven teaching method was evaluated through a combination of qualitative and quantitative methods.Results:(1)Pre-intervention equilibrium comparison:There was no difference between the two groups of nursing students in the total scores of basic information,nursing research ability and independent learning ability as well as in the scores of each dimension(p<0.05),which were comparable.(2)Comparison of nursing research capacity before and after the intervention:(1)Comparison between groups: After teaching intervention,the total score of nursing students’ scientific research ability,the difference value before and after intervention,as well as the scores of most dimensions(scientific research design ability,scientific research practice ability,data processing ability and thesis writing ability)in the experimental group were higher than those in the control group,and the difference was statistically significant(P<0.05).(2)Intra-group comparison: Compared before and after self-intervention in the experimental group,the total score of nursing scientific research ability and the score of dimensions except problem-finding ability were significantly improved,with statistical significance(P<0.001).Compared with the control group before and after self-intervention,the total score of scientific research ability,the dimension scores of literature review ability,scientific research practice ability and paper writing ability were improved with statistical significance(P < 0.01),while the other dimension scores(problem-finding ability,scientific research design ability and data processing ability)were improved,the difference was not statistically significant(P > 0.05).(3)Comparison of independent learning ability before and after the intervention:(1)Comparison between groups: After the teaching intervention,the differences between the two groups in the dimensions of self-management and autonomous learning ability were statistically significant(P<0.05),and the scores of the experimental group were significantly better than those of the control group,but there were no significant differences in other dimensions and total scores between the two groups(p>0.05).(2)Intra-group comparison:Compared before and after the self-intervention in the experimental group,the total score of autonomous learning ability and the scores of each dimension were significantly improved,with statistical significance(P<0.001).Compared with the control group before and after self-intervention,there was no significant difference in the total score of autonomous learning ability and the scores of two dimensions(planning and implementation,self-management)(P > 0.05).(4)Comparison of students’ scores: The total score of chapter test,the scores of three stages(implementation stage,analysis stage and communication stage),the score of final exam paper and the total score of examination in the experimental group were higher than those in the control group,and the difference was statistically significant(P < 0.05).(5)Evaluation and comparison of teaching effect: The evaluation score of nursing students in the experimental group was higher than that in the control group,and there were statistical differences in eight items(cultivating students’ initiative,stimulating students’ interest in scientific research,promoting the spirit of team coordination and cooperation,invigorating the classroom atmosphere,improving students’ ability to find,analyze and solve problems,and deepening students’ ability to remember,understand and apply knowledge)(P < 0.05).2.Descriptive interviewsFour themes were extracted from the interview results of the two groups of nursing students: course difficulty,learning drive,learning gains and course opinions.Eleven sub-themes were extracted from the experimental group and six sub-themes were extracted from the control group.(1)Among the sub-themes of course difficulty,the experimental group extracted the theme of "the course is difficult,especially data analysis";the control group proposed the theme of "the course is boring,deep and difficult to understand,and cannot keep up with the thinking".(2)Among the sub-themes of internal driving force in learning,the experimental group extracted three themes,namely,"gaining a sense of learning accomplishment","stimulating interest in learning" and "improving confidence in learning",while the control group extracted two themes,namely,"interested in learning because it is about the thesis" and "lack of confidence in learning and self-denial".(3)One theme that is "beneficial to career development planning" is extracted from the subtitle of learning harvest.By comparison,and three themes were extracted in the experimental group: "improved independent learning ability","improved teamwork ability" and "improved hands-on practice ability and familiarity with the research process",while one theme was extracted from the control group: "weak practical ability and wants to practice".(4)Among the sub-themes suggested in the course,the experimental group extracted three themes: "time-consuming and heavy task","conflicting time and heavy burden" and "knowledge disjunction caused by task division",while the control group extracted one topic: "short time and insufficient class hours".Conclusions:1.The application of task-driven method in the teaching of "Nursing Research" has a positive effect on upgraded nursing students’ scientific research ability,autonomous learning ability and achievement,and it is an effective teaching method for the cultivation and promotion of upgraded nursing students’ scientific research ability.2.Task-driven method was used to optimize the learning experience of upgraded nursing students in the teaching of "Nursing Research",which is conducive to creating a positive learning atmosphere,cultivating students’ sense of cooperation,stimulating students’ learning motivation,improving students’ autonomous learning ability and practical ability,and achieved good teaching results,but at the same time,problems that need to be improved were found,providing theoretical basis and practical reference for the perfection and popularization of task-driven method in nursing teaching. |
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