Application of Microlecture Combined with Flipped Classroom to the Teaching of Occupational Safety Protection for Probationer Nurses of Operating Room
Central African Journal of Public Health
Volume 6, Issue 3, June 2020, Pages: 131-135
Received: Mar. 1, 2020;
Accepted: Mar. 16, 2020;
Published: Apr. 8, 2020
Views 238 Downloads 115
Lian Huizhao, Department of Operating Room, The First Affiliated Hospital of Jinan University, Guangzhou, China
Qian Yuxiu, Department of Operating Room, The First Affiliated Hospital of Jinan University, Guangzhou, China
Guo Xiaoxia, The First Affiliated Hospital, Jinan University, Guangzhou, China
Hou Lihuan, Department of Operating Room, The First Affiliated Hospital of Jinan University, Guangzhou, China
Gao Guie, Department of Operating Room, The First Affiliated Hospital of Jinan University, Guangzhou, China
Xiao Xiaolu, Department of Operating Room, The First Affiliated Hospital of Jinan University, Guangzhou, China
Objective: We attempt to explore the effect of microlecture combined with flipped classroom on the teaching of occupational safety protection for probationer nurses of operating room to figure out an effective teaching method to improve probationer nurses’ occupational safety protection. Methods: We grouped probationer nurses who entered the department from March 2018 to March 2019. The first to fifth crews were grouped into the control group (61 nurses), and the sixth to tenth crews were grouped into the observation group (63 nurses). Theoretical assessment model: we tested the nurses using the same test paper at the first day they came to the department and the day before they left the department. Theoretical training model: at the end of the first week of practicing, the teaching group leader gave courses on occupational safety protection to the probationer nurses practicing in the operating room. The teaching method for control group was cramming intensive teaching mode while that for observation group was microlecture combined with flipped classroom in which problem-based group discussion was adopted. Two groups’ satisfaction with the course design was investigated after class. At the fourth week prior to the end of the practicing, we assessed two groups’ skill at conducting seven-step hand-washing method and dealing with sharp instrument injury and counted the occurrence of sharp instrument injury in probationer nurses. Results: Before training, there was no significant difference in the theoretical assessment results between control group and observation group (P>0.05). After training, observation group had better results in theoretical assessment and skill operation than control group with a significant difference (P<0.05). The occurrence of sharp instrument injury of the observation group was 7.9% (5/63) while that of the control group was 21.3% (13/61). There was a significant difference (P=0.035). What’s more, there was a significant difference in the satisfaction with course design between control group and observation group (χ2=51.697, P=0.000). Conclusions: Microlecture in combination with flipped classroom is able to promote internalization and absorption of theoretical knowledge of occupational safety protection so as to improve probationer nurses’ occupational safety protection knowledge and clinical skills. The teaching mode can also reduce the incidence of sharp instrument injury in probationer nurses and thus relieve probationer nurses’ fear of occupational injuries during clinical practice. As a result, the probationer nurses are more active in the theoretical training. Therefore, microlecture combined with flipped classroom is effective on teaching the student nurses of the operating room the occupational safety protection knowledge.
Application of Microlecture Combined with Flipped Classroom to the Teaching of Occupational Safety Protection for Probationer Nurses of Operating Room, Central African Journal of Public Health.
Vol. 6, No. 3,
2020, pp. 131-135.
Huiqiong, X., & Xiaoping, P. (2010). Current situation investigation and countermeasure analysis of medical personnel's occupational protection. Modern Preventive Medicine, 37 (1): 29-31.
Mohsen Adib-Hajbaghery, & Mohammad Sajjad Lotfi. (2013). Behavior of healthcare workers after injuries from sharp instruments. Trauma Monthly, 18 (2), 75-80.
Ke-Ying, L., Wen, R., & Yun, T.. (2013). Investigation and analysis of the current situation of pre-hospital first-aid nurses' occupational exposure and protection behaviors. Journal of Nursing Administration, 85 (8), 687-695.
Choi, L. Y., Torres, R., Syed, S., Boyle, S., Ata, A., & Beyer, T. D., et al. (2017). Sharps and needlestick injuries among medical students, surgical residents, faculty, and operating room staff at a single academic institution. Journal of Surgical Education, 74 (1), 131-136.
Bajwa, J. S., Jaspal, S., & Kaur, D.. (2014). Behavior, perception and compliance related to adoption of safety measures in response to needle stick injuries among nursing personnel at a tertiary care institute of north india. Journal of the Scientific Society, 6870 (1), 32-37.
Jahangiri, M., Rostamabadi, A., Hoboubi, N., Tadayon, N., & Soleimani, A.. (2016). Needle stick injuries and their related safety measures among nurses in a university hospital, shiraz, iran. Safety and Health at Work, 7 (1), 72-77.
Garus-Pakowska, A., Mariusz Górajski, & Szatko, F.. (2017). Did legal regulations change the reporting frequency of sharp injuries of medical personnel study from 36 hospitals in Łódź province, poland. International Journal of Occupational Medicine and Environmental Health, 31 (1): 37-46.
Yichuan, Z., & Yangyi, Q. (2013). The resource construction of microlecture at home and abroad and its latest application development. Journal of Distance Education, 31 (06): 26-33.
Craig McBride. (2015). Flipping advice for beginners: what i learned flipping undergraduate mathematics and statistics classes. Primus, 25 (8), 694-712.
Liwen, J., & Bijie, H. Nosocomiology, Shanghai: Fudan University Press, 2012: 162-172.
Xinjuan, Wu., & Yanmei, Wang. Nursing Management, Beijing: People’s Medical Publishing House, 2017: 235-236.
Melek Serpil Talas. (2009). Occupational exposure to blood and body fluids among turkish nursing students during clinical practice training: frequency of needlestick/sharp injuries and hepatitis b immunisation. Journal of Clinical Nursing, 18 (10), 1394-1403.
Rabaud, C., Agnès Zanea, Mur, J. M., Blech, M. F., Dazy, D., & May, T., et al. (2000). Occupational exposure to blood: search for a relation between personality and behavior. Infection Control and Hospital Epidemiology, 21 (9), 564-574.
Qing, G., Li-hong, L., Gui-qin, L., Fang-fang, L. (2019). Current situation and countermeasure on occupational protection for clinical postgraduates under the background of "clinical care-teaching collaboration". Chinese Hospitals, 23 (08): 33-36.
Bin-Hua, L., Zhi-Yong, W. U., Fu-Tai, L. I., Li-Xia, C., Yan-Ru, S., & Yu-Juan, L., et al. (2014). Investigation and analysis of the related risk factors of occupational exposure in medical staff. Chinese Journal of Nosocomiology, 24, 6223-6225.