摘要
目的:开发住院病人个体营养干预虚拟仿真实验教学项目并探讨其应用效果。方法:开发住院病人营养干预虚拟仿真实验教学项目。选取某高校2022级169名护理本科生作为研究组,在临床营养学课程中开展住院病人营养干预虚拟仿真实验教学;2021级196名护理本科生为对照组,给予常规教学。教学活动结束后评价教学效果。结果:学校平台累积使用1028人次,累计使用时长78 h,单人登录次数2~9次,实训成绩(95.42±10.37)分,学生评分为10分。省平台累积使用760人次,累计使用时长35 h,单人登录次数1~5次,实训成绩(91.33±12.68)分,使用者评分为10分。研究组护理本科生阶段性测试成绩[(30.17±4.12)分]高于对照组护理本科生[(26.96±3.33)分],差异有统计学意义(P<0.001)。77.30%~85.89%的护理本科生认为该虚拟仿真教学项目,有利于提高学习兴趣和自主学习能力,改变学习思维模式。借助虚拟仿真实训教学,82.21%~91.41%的护理本科生可以掌握营养风险筛查、营养评价、营养干预、营养监测等知识点。绝大部分护理本科生对该虚拟仿真实训系统的内核设置满意,体验良好。结论:研发的虚拟仿真实验教学可以有效提高护理本科生成绩,提升临床营养学教学质量。
Objective:To develop a virtual simulation teaching program for individual nutritional intervention in hospitalized patients and to evaluate its application effectiveness.Methods:A total of 169 nursing undergraduate students from a university of grade 2022 were selected as research group.A virtual simulation experiment teaching of nutritional intervention for hospitalized patients was conducted in the course of clinical nutrition.A total of 196 nursing undergraduate students of grade 2021 were selected as control group,which were received regular teaching.The teaching effect was evaluated after the teaching activity completed.Results:The school platform recorded a cumulative of 1028 accesses with 78 hours of usage time.Per-user login attempts ranged from 2 to 9 times,while the practical training score averaged 95.42±10.37 points.Student satisfaction rating reached full marks(10/10).The provincial platform served 760 distinct users with 35 cumulative usage hours.Individual login frequencies spanned 1 to 5 attempts,yielding a training score of 91.33±12.68 points.User evaluation also achieved a perfect 10-point score.The stage test scores of the nursing undergraduate students in research group(30.17±4.12)were significantly higher than that of the nursing undergraduate students in control group(26.96±3.33).There was a statistically significant difference between them(P<0.001).A total of 77.30%-5.89% of nursing undergraduates acknowledged that the virtual simulation teaching program facilitates learning engagement,enhances self-directed learning capabilities,and cultivates the learning mindset.Through virtual simulation training,82.21%-91.41% of students achieved mastery of core nutritional competencies including risk screening,assessment,intervention,and monitoring.The overwhelming majority expressed satisfaction with the system's functional design,reporting consistently positive learning experiences.Conclusions:The virtual simulation experiment teaching could effectively improve the academic performance of nursing undergraduate students and enhance the quality of clinical nutrition teaching.
作者
王艳
王瑾瑾
闫国立
WANG Yan;WANG Jinjin;YAN Guoli(School of Medicine,Henan University of Chinese Medicine,Henan 450046 China)
出处
《护理研究》
北大核心
2025年第19期3312-3317,共6页
Chinese Nursing Research
基金
2024年度河南省高等教育教学改革研究与实践重点项目,编号:2024SJGLX0110
2024年河南省研究生教育改革与质量提升工程项目,编号:YJS2024ZX24。
关键词
临床营养学
住院病人
营养干预
虚拟仿真
实验教学
护理学
本科生
护理教育
clinical nutriology
hospitalized patients
nutritional intervention
virtual simulation
experimental teaching
nursing
undergraduate
nursing education
作者简介
王艳,讲师,博士研究生;通讯作者:闫国立,E-mail:yanguoli@hactcm.edu.cn。
