運用翻轉教學模式進行產科護理學實驗課堂之行動研究

Action Research on the Use of the Flipped Teaching Model in Obstetric Nursing Laboratory Classes

10.6224/JN.202106_68(3).06

葉月珍(Yueh-Chen YEH)

翻轉教學 ； 產科護理學實驗 ； 行動研究 ； flipped teaching ； obstetric nursing laboratory ； action research

護理雜誌

68卷3期（2021 / 06 / 01）

33 - 43

繁體中文

背景：四技護理系產科護理實驗課宥於學分限制和時間的壓縮，若仍以傳統示教及回覆示教的教學模式，無法讓學生有充分的機會練習產科技術到精熟，以致學生在實習之前技術操作生疏再加上不熟悉臨床情境，勢必無法提供一個安全的照護環境。目的：（一）探討四技護理系學生對於「產科護理學實驗」課程應用翻轉教學模式的學習知覺及成效；（二）探討運用翻轉教學模式於「產科護理學實驗」課程，遭遇之問題及解決的行動，以作為未來教學實施之參考。方法：行動研究為架構指引，以焦點團體和問卷收集學生對翻轉教室之看法。結果：從結果顯示學生對此教學策略有正面的回饋，尤其在不受時空限制得以反覆練習、融入臨床情境及對學習成效有正向的幫助。焦點團體分析共有四個主題，包括：有助提升自主學習、有助融入臨床情境、有助同儕相互學習及有助拉近師生距離。結論／實務應用：本研究呈現產科護理實驗課程翻轉教學模式之實際運作及學生的學習知覺，此教學方式讓師生有機會討論並練習護理技術，強化學生自我導向學習能力和建立學生的學習驅動力。建議可將此創新教學策略運用於護理不同學制及不同科目中。

Background: Obstetric nursing laboratory courses typically involve both time and credit limitations. Using traditional teaching methods such as ＂teacher demonstrate, students imitate＂ in these courses provides insufficient opportunities for students to develop the ideal level of maternity nursing expertise. Lack of sufficient familiarity with the relevant techniques, procedures, and clinical scenarios prior to participation in internships reduces the level of safety in clinical care environments. Purposes: (1) To explore the effectiveness as perceived by baccalaureate nursing students of an obstetric nursing laboratory classes based on a flipped teaching model; (2) To examine the application of a flipped teaching model in obstetric nursing laboratory classes as well as the problems encountered and the actions necessary to resolve these problems. The findings may be used as a reference for future teaching and guidance. Methods: This study used an action research framework as a guide and employed focus groups and questionnaires to collect student perceptions of the flipped teaching model. Results: The feedback of students was highly positive because the classes involved repeated practice, were integrated into the clinical context, and allowed active learning independent of time and space restrictions. These attributes affected learning efficiency positively. The following four themes emerged from the focus group analysis: helps improve self-directed learning, helps integrate into the clinical context, helps peers learn from each other, and helps bring teachers and students closer. Conclusions/Implications for Practice: This study demonstrated an actual implementation of the flipped teaching model in obstetric nursing laboratory classes as well as assessed the learning perceptions of students. This teaching method provides opportunities for teachers and students to discuss and practice nursing skills, strengthen students' self-directed learning capabilities, and improve students' learning motivation. The author recommends that this innovative teaching strategy may be used to teach various subjects and different disciplines in nursing.

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