The Influence of Flipped Classroom in the Perspective of Student-based Education on Clinical Communication Skills of Student Practical Nurses_West China Medical Journal

Authors：

 YeYansheng ¹ ,  KongLinglin ¹ , BaoCuiyu ² , YeLei ¹

1. Research Office of Psychological Nursing and Community Nursing; Hubei University of Science and Technology, Xianning, Hubei 437100, P. R. China;
2. Nursing School; Hubei University of Science and Technology, Xianning, Hubei 437100, P. R. China;

Corresponding author：

KongLinglin, Email: 50678088@qq.com

Keywords：

Undergraduate; Student practical nurses; Student-based education; Flipped classroom; Clinical communication skills

DOI：

10.7507/1002-0179.201600487

Video：

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Abstract Full text Figures/Tables Video References Cited by

Objective To explore if flipped classroom in the perspective of student-based education can improve clinical communication skills of student practical nurses in clinical practice. Methods Nursing undergraduate students who practised in a top-level comprehensive hospital between July 2014 and April 2015 were included in this study as the research subjects. Eighty-five student nurses were randomly divided into observation group (n=43) and control group (n=42). Students of the observation group participated in the flipped classroom in the perspective of student-based education, while students of the control group took routine clinical practice. The clinical communication skills of the students in the two groups before and after intervention were measured by using questionnaire survey. Results There were significant improvement in verification experience, effective information delivery, patient problems identifying, listening acuity, harmonious relationship building and joint participation for students in the observation group (P < 0.05). Conclusions Flipped classroom in the perspective of student-based education can effectively improve clinical communication skills for student practical nurses. It can be used as a method of communication ability training for undergraduate nursing students in clinical practice.

Citation： YeYansheng, KongLinglin, BaoCuiyu, YeLei. The Influence of Flipped Classroom in the Perspective of Student-based Education on Clinical Communication Skills of Student Practical Nurses. West China Medical Journal, 2016, 31(10): 1770-1773. doi: 10.7507/1002-0179.201600487 Copy

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12.	刘国欢.生本教育理念下翻转课堂教学模式的研究[D].长春:东北师范大学, 2014: 36-37.
13.	刘军, 杨爱红, 尹娜, 等. NLP培训法在护理高职生临床沟通能力训练中的应用初探[J].淮北职业技术学院学报, 2014, 13(6): 138-139.
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1. 田春苗.生本教育理念下提高法科学生自主学习能力的思考——以高校经济法学课程为例[J].湖北函授大学学报, 2014, 27(3): 101-102, 104.
2. 陈怡.基于混合学习的翻转课堂教学设计与应用研究[D].武汉:华中师范大学, 2014: 5-6.
3. 叶艳胜, 丁芳, 曹群英, 等.支架式教学对本科实习护生专业自我概念的影响[J].中国实用护理杂志, 2013, 29(5): 76-78.
4. 任秀红, 韩向东, 石素宁.支架式教学对专科实习护生临床沟通能力影响的研究[J].中国临床护理, 2015, 7(3): 256-259.
5. 张鑫, 周涛.支架式教学对实习护生临床沟通能力的影响[J].护理学杂志, 2013, 28(21): 72-74.
6. 陈晓菲.翻转课堂教学模式的研究[D].武汉:华中师范大学, 2014: 5-52.
7. 刘凯.基于电子书包的翻转课堂教学案例设计[D].兰州:西北师范大学, 2014: 43-71.
8. 刘璟莹, 刘彦慧, 杨继鹏, 等.团体干预对护生临床实习专业行为及评判性思维的影响[J].中国实用护理杂志, 2014, 30(21): 31-33.
9. 杨芳宇.护生临床沟通能力测评量表的初步研制[D].北京:中国协和医科大学, 北京协和医学院, 清华大学医学部, 中国医学科学院, 2003: 32-33.
10. 袁君兰. "生本教育"理念下提高思想政治课堂教学实效性研究[D].石家庄:河北师范大学, 2014: 7-8.
11. Davies RS, Dean DL, Ball N. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course[J]. Educat Tech Research Dev, 2013, 61(4): 563-580.
12. 刘国欢.生本教育理念下翻转课堂教学模式的研究[D].长春:东北师范大学, 2014: 36-37.
13. 刘军, 杨爱红, 尹娜, 等. NLP培训法在护理高职生临床沟通能力训练中的应用初探[J].淮北职业技术学院学报, 2014, 13(6): 138-139.
14. Missildine K, Fountain R, Summers L, et al. Flipping the classroom to improve student performance and satisfaction[J]. J Nurs Educ, 2013, 52(10): 597-599.
15. 叶艳胜, 曹群英, 丁芳, 等.支架式教学对本科实习护生自我概念的影响[J].护理研究, 2013, 27(16): 1631-1633.

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The Influence of Flipped Classroom in the Perspective of Student-based Education on Clinical Communication Skills of Student Practical Nurses

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