| Objectives:To discuss the feasibility of teaching nursing majors with micro-lectures during their internship.Methods:Literature review, action research and surveys were conducted to construct a teaching model of micro-lectures for nursing majors’internships, establish development procedures for micro-lectures and develop a range of micro-lectures concerning "nursing of tracheotomy". Meanwhile,70nurse interns were selected from a tertiary hospital by convenience sampling. They were divided into an Experimental Group and a Control Group, with35students in each group. Focusing on the knowledge about "nursing of tracheotomy", an initial evaluation was conducted to assess two groups’ grasp the knowledge. In the Experimental Group, students previewed micro-lectures and were organized by clinical teachers to learn and discuss together. In the Control Group, students previewed regularly and clinical teachers gave lectures to all of them to fulfill teaching tasks. After the teaching was completed, both groups of students took an exam to evaluate their grasp of the knowledge about "nursing of tracheotomy". Besides, questionnaires, independently designed by the author, were distributed to35nurse interns of the Experimental Group to investigate their application of micro-lectures in clinical nursing.Results:A teaching model was constructed for giving micro-lectures of nurse interns in the hospital and five micro-lectures were developed, including "Tracheotomy","Indications and Contraindications of Tracheotomy","Postoperative Complications of Tracheotomy","Routine Nursing of Tracheotomy" and "Key Observations of Respiration after Tracheotomy". After comparing the results of initial evaluation between the Experimental Group and the Control Group, the T value of both groups’ mean scores was found to be1.347(P>0.05, no statistical significance), so there were no significant differences in their grasp of the knowledge about nursing of tracheotomy. The results of the unified exam taken by both groups after completing the micro-lectures suggested that the mean score of the Experimental Group was significantly higher than the Control Group’s. After comparing the mean scores of two groups, the T value was determined to be7.101(P<0.05), with statistical significance. Meanwhile, the questionnaire survey on the application of micro-lectures in clinical nursing showed that all of the students had intelligent terminals, which laid a solid foundation for undertaking micro-lectures from the perspective of hardware.80%of students reported that they liked acquiring professional knowledge about nursing through micro-lectures.66%of students took advantage of the fragmented time to learn micro-lectures and77%of them considered that they had a good grasp of nursing-related knowledge about tracheotomy.Conclusion:The micro-lectures had many advantages, such as pitchy contents, clear-cut themes and availability of multiple learning approaches. Their application in clinical teaching of nurse interns in hospitals may promote students’ mobile learning with fragmented time, increase their interest in learning, enhance their understanding of teaching content and achieve better teaching effect. They deserve widespread use since they provide new ideas and methods for clinical teaching. |
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