Application of "micro-courses + flipped classroom + pathway" model in standardized training for emergency nurses

Abstract

Objective To explore the effects of micro-courses+flipped classroom+pathway model in standardized training for emergency nurses. Methods From January 2017 to December 2018, we selected 97 nurses attending standardized training in Emergency Department of Mianyang Central Hospital as subjects by convenience sampling. A total of 50 nurses attending training in 2017 were set in control group; 47 nurses attending training in 2018 were set in experimental group. Control group made teaching plan, teaching one-to-one, according to the requirements of Training Program for New Recruiting Nurse of National Health and Family Planning Commission. Nurses of experimental group received micro-courses + flipped classroom + pathway model. We compared the theoretical achievements and operation achievements of nurses out of department between two groups, and the Adult Learning Satisfaction Scale and Self-rating Scale of Self-directed Learning (SRSSDL) were used to compare nurses' satisfaction and learning ability. Results The theoretical achievements and operation achievements of nurses out of department in experimental group were (79.23±8.99) and (85.23±8.70) respectively higher than those [ (73.58±8.14) and (75.66±8.61) ]in control group with statistical differences (t=5.351, 5.187; P<0.01) . The total score of the Adult Learning Satisfaction Scale and SRSSDL were (17.16±0.81) and (225.36±23.05) respectively higher than those in control group with statistical differences (t=2.683, 7.683; P<0.05) . Conclusions The micro-courses + flipped classroom + pathway model suits the teaching for emergency nurses attending standardized training which can improve learning satisfaction and self-directed learning ability of nurses attending standardized training. Key words: Nurses; Standardized training; Micro-courses; Flipped classroom; Pathway