Application of flipped classroom method in teaching of emergency cardiopulmonary resuscitation

doi:10.3877/cma.j.issn.2095-9133.2017.05.012

Abstract

Abstract:

Objective

To evaluate the teaching effect of flipped instruction in the course of cardiopulmonary resuscitation in emergency.

Method

A total of 65 nursing students were enrolled in the emergency department from October 2016 to June 2017. and was randomly divided into two groups: 32 cases in the experimental group and 32 cases in the control group. The experimental group adopted the teaching method of flipped classroom, and the control group adopted the traditional teaching method. The students’ grades and satisfactory degrees to teaching were compared.

Result

The average scores of final theoretical and practical exam and the percent of degree of satisfaction in the experimental group (87.23±7.12, 88.43±9.69, 93.75% ) was better than those in the control group (79.89±9.37, 1.91±11.32, 69.70%), and the differences were statistically significant (P<0.05).

Conclusion

The teaching mode of flipped classroom is effective in the teaching process of cardiopulmonary resuscitation in emergency, which can effectively improve students' learning ability and teaching effect. It is worth promoting.

Key words: flipped classroom, emergency, cardiopulmonary resuscitation, teaching

Dan Zhen, Juan Wu, Jing Wu. Application of flipped classroom method in teaching of emergency cardiopulmonary resuscitation[J]. Chinese Journal of Hygiene Rescue(Electronic Edition), 2017, 03(05): 305-307.

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https://zhwsyjdzzz.cma-cmc.com.cn/EN/Y2017/V03/I05/305

组别	人数	理论成绩	操作成绩
实验组	32	87.23±7.12	88.43±9.69
对照组	33	79.89±9.37	81.91±11.32
t值	?	9.632	6.326
P值	?	<0.05	<0.05

组别	人数	理论成绩	操作成绩
实验组	32	87.23±7.12	88.43±9.69
对照组	33	79.89±9.37	81.91±11.32
t值	?	9.632	6.326
P值	?	<0.05	<0.05

组别	有利于知识的理解	自主学习能力的提高	激发了学习的兴趣	发现问题解决问题的能力	密切了师生关系	自主掌控学习进度	小组讨论，团结合作	教学效果的提高	教学方法的满意程度
实验组	28(87.50)	30(93.75)	27(84.38)	29(90.63)	27(84.38)	29(90.63)	31(96.88)	30(93.75)	30(93.75)
对照组	25(75.76)	25(75.76)	20(60.61)	23(69.70)	27(81.82)	21(63.64)	25(75.76)	24(72.73)	23(69.70)
χ²值	1.488	4.040	4.584	4.447	0.076	6.666	6.073	5.107	6.244
P值	>0.05	<0.05	<0.05	<0.05	>0.05	<0.05	<0.05	<0.05	<0.05

组别	有利于知识的理解	自主学习能力的提高	激发了学习的兴趣	发现问题解决问题的能力	密切了师生关系	自主掌控学习进度	小组讨论，团结合作	教学效果的提高	教学方法的满意程度
实验组	28(87.50)	30(93.75)	27(84.38)	29(90.63)	27(84.38)	29(90.63)	31(96.88)	30(93.75)	30(93.75)
对照组	25(75.76)	25(75.76)	20(60.61)	23(69.70)	27(81.82)	21(63.64)	25(75.76)	24(72.73)	23(69.70)
χ²值	1.488	4.040	4.584	4.447	0.076	6.666	6.073	5.107	6.244
P值	>0.05	<0.05	<0.05	<0.05	>0.05	<0.05	<0.05	<0.05	<0.05

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