Application Of Task-driven Teaching Method In The Teaching Of Nursing Basics In Higher Vocational Education

ObjectivesThrough the preliminary investigation into the practice-training learning situation of five-year higher vocational nursing students,this paper aims to design and implement two-stages of practice-training teaching research according to the survey results to explore th e application effect of task-driven teaching approach in the practice-training teaching of “Nursing Fundamentals” of nursing students in five-year higher vocational college studen ts..This paper also evaluates the effect of the teaching approach on improving the profess ional skills level of nursing students,cultivating their self-learning ability and critical thin king ability,thereby narrowing the gap between training classroom and clinical practice.Methods1.We selected 285 nursing students in a five-year higher vocational college.The hig her vocational nursing students practical training burnout questionnaire and focus group i nterview were used to explore the current situation of nursing students in basic nursing pr actice-training teaching.2.In the experimental teaching stage,a total of 173 nursing students enrolled in grad e three in four classes of higher vocational school were selected as the research subjects,i ncluding 89 in the experimental group and 84 in the control group randomly divided by cl asses.There were no statistical differences between the two groups in terms of sexes,age and entrance test marks.So they have comparability.The experimental group received the task-driven teaching approach.There are two stages.The first stage: the initial exploratio n of individual training projects,find problems through the 'skills assessment + focus inter views'.The second stage: implement all training projects together and evaluate through th e 'skills assessment and 6 soft skills Questionnaire and Focus Interview' comprehensively.The control group received the traditional three-step training method,namely “teacher te aching – student group practice – student feedback”.After the practice teaching interventi on,the teaching effect is evaluated by a diversified method.All data were statistically ana lyzed using SPSS 24.0,including descriptive statistical analysis?t-test?Chi-Square tests and rank sum test.Thematic analysis is used for focus interview data.Results1.A total of 285 questionnaires were sent out in the investigation stage of the practic e training learning situations of students in vocational colleges,and 278 valid questioners were collected.The total score of the nursing students practical learning burnout questionnaire was(2.78±0.52),with 93.9% for the detection rate of learning burnout.There were s tatistical differences in the scores of the learning burnout questionnaire among nursing stu dents with different sexes,places of birth,academic record whether like nursing specialty and the education level of father(P<0.05).Focus group interviews showed that practical t raining learning burnout tendency is very common in nursing students.The internal factor s that cause learning burnout include learning interests,professional self-identity,and care er prospects.The external factors include teaching organization design and management.Nursing students think that the main solution to prevent learning burnout is to reinforce a nd improve practice-training teaching and management.2.Practice training teaching results:(1)self-efficacy: the differences between two gro ups of nursing students after the teaching intervention(t=3.522,P<0.001),and between the experimental group before and after the practice teaching intervention(t=-2.165,P=0.033)have statistical significance.(2)Self-learning ability: the self-learning ability total(t=2.439,P=0.016)and factor learning motivation(t=2.327,P=0.021)self-management abi lity(t=2.073,P=0.040)and information quality(t=2.223,P=0.027)score of two grou ps of nursing students after the teaching intervention have statistical significance.The self-learning ability total(t=-3.821,P<0.001)and factor learning motivation(t=-3.528,P=0.001)self-management ability(t=-2.203,P=0.030)and information quality(t=-4.968,P<0.001)score of the experimental group before and after the practice teaching inter vention have statistical significance,the learning cooperation ability score has no statistic al difference.(3)Critical thinking ability: the total scores of critical thinking ability(t=3.791,P<0.001)and factor seeking truth(t=3.031,P=0.003),open mind(t=4.062,P<0.001),analytical ability(t=3.063,P=0.003)and curiosity scores(t=2.977,P=0.003)o f the two groups of nursing students after teaching intervention have statistical significanc e.The total scores of critical thinking ability(t=-2.407,P=0.018)and factor seeking trut h(t=-2.116,P=0.033),open mind(t=-2.162,P=0.033),analytical ability(t=-2.248,P=0.027)and curiosity scores(t=-2.597,P=0.011)of experimental group after and befo re teaching intervention have statistical significance.(4)Nursing Skill: the differences afte r the intervention in the first stage(t=3.465,P=0.001),second stage(t=6.353,P<0.001),and the two stages of experimental group(t=-4.655,P<0.001)have statistical signi ficance.(5)Teaching methods evaluation: the teaching situation total score(t=3.729,P<0.001),the factor cognitive field(t=3.886,P<0.001)and psychomotor field score(t=4.016,P<0.001)have statistical significance.(6)Classroom teaching quality evaluation: th e differences in teachers' classroom teaching quality evaluation score(t=3.909,P<0.001)and teaching process(t=3.973,P<0.001),teaching ability(t=3.754,P<0.001)and teac hing effect dimension(t=4.338,P<0.001)have statistical significance,teaching attitude and teaching preparation have no statistical significance.(7)Focus group interviews: In th e first stage of practice-learning teaching research,the focus group interviews showed that task-driven teaching stimulated nursing student's interests in learning and improved their self-learning ability,but the leading role of teacher still need to be improved.In the secon d stage of practice-learning teaching research,the focus group interviews showed that the self-learning ability of nursing students was improved,and the result was better after addi ng supervisor.The 2 stages of practice-learning teaching research showed that the nursingstudents have mastered the method of self-learning and also improved their confidence,l earning motivation,problem analysis ability,and information quality.Conclusions1.The learning burnout of five-year higher vocational nursing students is common in nursing practical training.Many factors lead to practical training learning burnout of nurs ing students,such as individual,teachers,companions and vocational perspective.2.the nursing skill,general self-efficacy and self-learning ability of the five-year hig her vocational nursing students can be effectively improved by the task-driven teaching a pproach.The collaboration ability of nursing students needs to be improved.Although the critical thinking ability has improved to some extent,nursing students still do not have a positive critical thinking preference.Task-driven teaching can efficiently improve teachin g effect,is suitable for the high operative and practical higher vocational nursing major tr aining course teaching,and it can be promoted in the nursing practice training teaching.