| BACKGROUNDSeminar teaching is a teaching methods to student-centered discussion under the guidance of the teacher,and it can fully tap the courses involved in learning and teaching potential of the principal(two aspects about students and teachers),to maximize opportunities for multi-angle, multi-level awareness and interaction,in order to deepen the awareness and understanding of a subject,The Seminar teaching methods can stimulate motivation and interest of students in learning, and innovative ability of students to cooperative learning, identify ability of problems and problem-solving skills and critical thinking of students, it is the same with our nursing talent training objective.In a foreign country Seminar is a very popular teaching way, Since the late19th century Seminar has been adopted in the United States, Japan, France, Britain and most of the other countries and has been used in the literature,history,physics,chemistry,medicine and other fields, In recent years, domestic universities also have begun to focus on the study of Seminar teaching.it can be widely used in graduate courses,it has been widely used in management, marketing,English,finance,prevention,medicine surgery,oncology and other multi-class courses,and have achieved some success, seminar teaching methods were also attempted in the field of nursing education, but rarely applied,8article reports have been reported in our undergraduate nursing teaching by cnki and vip, reported on the "Introduction of Nursing Theory","Community Nursing" and clinical nursing, Practice has proved that the Seminar pedagogy is effective in cultivating students’ independent learning, and interpersonal communication, problem-solving skills Basic nursing is a comprehensive application subject of combination of financial science and art.and it is the main course for advanced nursing education,it is the professional foundation courses of unique professional,practical,application,Using the traditional teaching model in the basic nursing now, that is, the teachers talk about teaching materials, students in a passive acceptance of the state of knowledge.the traditional teaching methods pay attention to impart knowledge,but it is difficult to cultivate the self-learning ability,language skills,interpersonal communication skills, critical thinking ability. teaching hours of basic nursing theory is few, how to improve teaching methods, what kind of teaching methods not only to ensure students master the theoretical knowledge and operational skills,but also to develop their interpersonal skills,critical thinking ability,the ability to solve practical problems ability and etc. comprehensive ability in a limited time, Seminar teaching can solve these problems in a certain extent. It has changed the traditional classroom teaching model, By instilling into the guidance by the teacher, to discuss by teachers and students, to summary by students and teachers, to deepen awareness and understanding of the theme,The Seminar teaching model is a two-way or multi-interactive mode, students is from passive learning to active learning. Therefore, this study will used in basic nursing by Seminar teaching methods,and to explore its effect in the teaching of basic nursing.PURPOSESl.To Explore a basic nursing teaching model which can fully mobilize the initiative and creativity of the students, to stimulate students’ creative thinking and innovation awareness and improve students’ practical abilities,2. Seminar teaching activities carried out by the nursing college sophomore part of the basic nursing curriculum, the change of the critical thinking ability, mastery of theoretical knowledge and nursing skills as an indicator to analyze the impact and characteristics of the seminar teaching on students’ ability.3. To investigate the evaluation of the implementation of seminar teaching model in basic nursing.4. To sum up experience and suggestions of seminar teaching application in the teaching of basic nursing courses, and provide a theoretical basis for further refinement of the teaching model.METHODS1.This study was a quasi-experimental study,84nursing students of Grades2010were simple randomly divided into two groups,a control group(n=42) and an experiment group(n=42).They were all18-22years old,.Experimental group used combining Seminar and traditional teaching method,while the control group used traditional teaching method(1) control group:the traditional teaching method based on teachers in the teaching.(2) Experimental group, the use of the implementation of Seminar teaching:1) Preparation phase①Lesson planning by collective:to determine the theme of Seminar teaching.②Establishment of the Seminar learning group:42students were divided into five groups, the number of each large group of8to9people, and then each group was divided into three groups, each group was composed of2to3people (each team selected a team leader).③the teacher is a host(a presenter teacher) in the process of Seminar teaching, the presenter teacher has drawn up the proposed theme, the issues to discuss, as well as important references to students ahead of two weeks2) Implementation of theory course①the host (the presenter teacher) taught the key concepts and important knowledge of the lesson.②the keynote speaker reported on the outcome of group learning and discussion on behalf of the panel presentations, group members could add.③discussion:to ask questions by members of other groups and teachers, two-way question, the two-way debate.④the evaluation by the host. The evaluation included evaluation of the lesson and the discussions and the report people3) Operation Course①the speaker teacher introduced the purpose and requirements of the operation.②Each speaker student was described and analyzed to explain the group’s operating design thoroughly and systematically.③The team carried out experiments in accordance with the established operation of the program, the speaker teacher guided students and promptly solved the problems during the operation④Rating:teachers ask questions of procedure, to analyze the feasibility of operating the program, inadequacies,and suggest improvements.collective discussion,evaluation by the students, and teachers made a brief summary in the last⑤After the seminar teaching the students completed the experiment report and entrust it according to the proposal made by the teachers, students, etc.2. Effect evaluation method(1) Two groups received the test of critical thinking before intervention,using Chinese version of critical thinking ability of a measurement chart by Pen meici.(2) The researcher evaluated the teaching effectiveness through critical thinking scale tests,theory examination and nursing skills test at the end of course. Release the questionnaire and investigate the evaluation of the implementation of Seminar teaching method.3. Statistical methods:The data were analyzed by SPSS13.0software and analyzed by descriptive statistics, two-sample t-test,paired t-test,rank test, Mann-Whitney U test ect.RESULTS1. Baseline information resultsThere was no significant difference in the gender, sex, age, and the origin of students and score of each course.They were comparable.Critical thinking skills:The results showed on significant difference in the7traits and total scores between the experimental group and control group(P>0.05).2. Compare the results of theoretical examinationCompare the students scores of theoretical knowledge in the basic nursing by Two-sample t-test (t=2.080, P=0.041), there was significant difference. Theory scores of the experimental group higher than the control group. In which case analysis of the question scores experimental group was higher (t=3.152, P=0.002), there are significant differences, but no statistically significant differences in all other kinds of questions scores3. Compare the results of nursing skills examinationCompared the scores of nursing skills examination between two groups by Mann-Whitney U rank sum test (Z=-2.366, P=0.018), there was statistically significant difference. The scores of nursing skills examination of the experimental group were higher than the control group significantly different.4. Compare the critical thinking ability(1) Experimental group before and after intervention:Experimental group before and after intervention:the total score of critical thinking skills of nursing students were improved. There was significant difference (t=-5.573, P=0.000) in the experimental group after intervention (Seminar teaching). It means that the Seminar teaching is effective on the critical thinking of nursing students. Truth-seeking (t=-3.492, P=0.001), open-mindedness (t=-3.083, P=0.004), analytical skills (t=-3.209, P=0.003), self-confidence (t=-2.876, P=0.006), curiosity characteristics (t=-2.480, P=0.017), cognitive maturity (t=-2.699, P=0.010) were significantly different(P<0.05), and search for the truth, systematic skill,self-confidence showed the positive performances, while systematic skill (t=-1.862, P=0.070) showed no significant difference.(2) Control group before and after experimentalcompared Seven traits test scores of critical thinking of nursing students before and after experiment,the scores of critical thinking skills of nursing students has increased at the end of experiment,but not obviously, the total scores of critical thinking was no difference (t=-0.783, P=0.438), seven characteristics score showed no significant difference (P>0.05).Traditional teaching methods to improve the effect of critical thinking ability is not obvious(3) Comparison between two groups:Compared the total score between the experimental group and the control group, there was significant difference (t=-3.958, P=0.000), the Seminar teaching had better influence on the critical thinking ability than the traditional teaching. There was significantly different in the search for truth (t=-2.135, P=0.037), open-mindedness (t=-2.482, P=0.015), analytical skill characteristics (t=-2.794, P=0.006), self-confidence (t=-0.223, P=0.032), curiosity characteristics (t=-2.331, P=0.022), while there was no significant difference in the systematic skill and cognitive maturity5. Students evaluation of the effectiveness of Seminar teachingThe nursing students of experimental group had the qualitative evaluation of Seminar teaching in basic nursing. The results showed that most nursing students expressed the positive attitude at the new learning model basic nursing. For example,83.33%of nursing students think that the Seminar teaching could stimulate their interest in learning the Basic nursing;71.43%of nursing students think that the Seminar teaching was in-depth learning and understanding the content,78.57%of nursing students think that the seminar teaching was able to mobilize the motivation to learn,73.81%of nursing students think that the seminar teaching method could help to improve the learning efficiency;71.43%of nursing students think that the seminar teaching could improve autonomous learning ability;71.43%of nursing students think that the seminar teaching could improve the analysis of issues problem-solving skills;80.96%of nursing students think that the seminar teaching could improve information processing ability,92.86%of nursing students believe that the seminar teaching would help improve individual language skills,85.71%of nursing students think that the seminar teaching could improve communication and interpersonal skills.95.24%of nursing students think that the seminar teaching could cultivate team spirit.CONCLUSIONS1. The Seminar teaching method was better than the traditional teaching. the critical thinking ability of nursing students was improved; and the scores of theory, nursing skills of nursing students were higher.2. The Seminar teaching method was better than the traditional teaching, Teaching effectiveness and ability were higher. Seminar teaching is an effective teaching method. 3. There are some defects during the applying of Seminar teaching method, the nursing educators should take more research to make better effects of Seminar teaching method. |
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