Application of Flipped Classroom based on micro-lecture in practical teaching of health assessment for nursing undergraduates

Abstract

Objective To explore the application effects of Flipped Classroom based on micro-lecture in the teaching practice of health assessment for nursing undergraduates. Methods Nursing undergraduates in the natural class of grade 2016 in Xi'an Creation College of Yan'an Universitywas randomly selected as the control group. A total of 55 students, with an average age of (20.22±1.13) years, were enrolled in the study. Another nat-ural class was chosen as the observation group, with a total of 54 students, with an average age of (20.37±1.21) years. Results At the end of the course, the students of the two groups received the course examination. The training scores of the control group were (80.13±1.73) and the observation group (90.67±1.53), while total score was (76.36±2.05) and (84.21±1.66) respectively. There were significant differences in the training results and the total score between the two groups (P<0.01). Comparing the results of teacher-student satisfaction test, 89.09% of the teachers were satisfied, 98.15% of the observation group while 94.55% of the students were satisfied, and 98.15% of the observation group. There was significant difference between the two groups (P<0.05, P<0.01). The satisfaction of teachers and students in the observation group was significantly higher than that in the control group, and the questionnaire survey showed that more than 90% of the students in the observation group were satisfied with the teaching effect. Conclusion The Flipped Classroom teaching based on micro-lecture could promote the students' mastery of the theoretical knowledge and practical skills of the health assessment course. Key words: Micro-lecture; Flipped Classroom; Health assessment; Practical teaching