Research On The Design And Application Of Blended Mode Of Course In Health Education For The Secondary Vocational Nursing Specialty

ObjectiveTo set up an online-offline mixed course of health education for secondary vocational nursing specialty,and to determine the effects of using blending mode of teaching and learning and provide a scientific basis for the practice and reform of nursing education.Methods1.Literature research and questionnaire survey was conducted to make teaching analysis（learner characteristics,curriculum tasks and objectives,and mixed learning environment）.The designs of teaching strategies（organization,transmission,management of the blended learning）and teaching evaluation（formative and final）were made according to the results of the teaching analysis to form the first draft of teaching activity plan.Delphi method expert consultation was conducted to perfect teaching activity plan.2.Curriculum resources（supporting materials,teaching auxiliary materials,network teaching platform）were developed according to the results of the teaching analysis.Prediction test method（pre use and feedback of 16 students）was conducted to improve the network teaching platform resources,improving the feasibility and effectiveness of blended mode of course.3.A parallel randomized controlled trial was conducted among 2 nursing classes in2016 from a secondary vocational college,which were randomly divided into one experimental class and one control class with 45 students in each class.In the experimental class,the blended teaching and learning mode in health education was used,while the control class used traditional teaching in health education course.The students’performance of online study,practice and discussion,activities of group cooperation,individual and group performance were assessed in the experimental class.The knowledge of health education,scores of’General Self-Efficacy Scale（GSES）’were assessed before and after teaching,and the differences of scores of health education knowledge test,scores of clinical skills test,GSES scores,course satisfaction were compared between two classes.Results1.It formed 4 first-grade indicators and 23 second-grade indicators of teaching activity plan highly recognized by experts with the mean value of necessity assignment of more than 3.5 points and the coefficient of variation of less than 0.25points after two rounds of expert consultation with 100%probability of the response in both two rounds of experts,and the expert authority coefficient was0.86.The research got high support from the experts with high authority to make the results reliable.2.The results of pilot test on online teaching platform resource showed that the interest of micro-class was scored from（3.50±0.97）to（3.88±0.89）（totally 5points）,difficulty of‘health education program’was scored 3.44±0.51 points,while others were scored from（2.13±0.81）to（2.75±1.09）.Among the 16 subjects,37.50%to 62.50%of them thought that it was easy to complete the micro-class,31.25%to 50.00%of them thought the difficulty was common.Suggestions for teaching animation dubbing were put forward by 2 subjects,for the teaching content of‘the procedure of health education’were put forward by 3 subjects.The basic test of health education program‘diagnosis’and‘plan’was scored 2.56±0.86 and 2.69±1.26,while others were scored 3.50±1.03-4.88±0.34.The problems of basic test were about integrity of operating procedures,application of professional knowledge,analytics judgment,at the rate of 62.50%,87.5%,81.25%respectively.3.Among the 45 students in the experimental class,16.30%and 30.00%of them made personal speeches on line and in class,with per capita speeches of 0.16 to0.30 times for each unit.The rates of students took part in the individual online learning,practice,group cooperation tasks were 98.73%,100%,100%respectively.Per capita individual online practice was scored 2.43±0.44（totally 5 points）per unit of the best quality.The gap between group cooperation and individual performance of each group was obvious.There was a significant improvement in the scores of health education knowledge test,GSES scores in both classes after the implementation of teaching than those of before（P<0.05）.The experimental class had higher scores in the knowledge testing,practical skills testing,GSES score,curriculum satisfaction evaluation than those n the control class（P<0.05）..There was no significant difference in the scores of subjective evaluation of difficulty of learning from the teaching methods and the acceptance of similar courses between tow classes（P>0.05）.There was a significant correlation between the quality of group cooperation tasks and the results of scores of health education and related nursing knowledge testing and practical skills testing（r₁=0.588,P₁=0.002;r₂=1.011,P₂=0.000）as well as between the personal performance of online practice,online discussion and the scores of health education knowledge testing with statistically significant difference（r₁=0.451,P₁=0.012;r₂=0.287,P₂=0.045）.ConclusionsThe model of online and offline mixed courses designed and developed by multi theoretical models and research methods could help students to improve health education knowledge,master practical skills of health education and improve self-confidence of health education,improve the pass rate and satisfaction of the course.It did not affect the students’acceptance of the course.The quality of group cooperative learning and learners’personal online learning are important factors affecting the teaching effect.It was found that the students were high initiative in the learning process of health education,while lack of the initiative in personal expression relatively.The results of group cooperative learning had not yet been good enough,which needed further research to be improved.