Abstract： Objective To explore the application effect of flipped class model (FCM) teaching method and traditional teaching method in clinical teaching of cardiopulmonary resuscitation.Methods From January to December 2018，67 nursing students were selected as the control group，using traditional teaching methods;from January to December 2019，67 nursing students were selected as the observation group，using FCM teaching methods.The test results and self-learning ability (self-directed learning readiness scale for nursing education [SDLRS]) scores of the two groups were compared，and the satisfaction of nursing students with teaching was investigated.Results The theoretical score in the observation group was (93.24±5.12) points，and the operation score was (94.52±3.16) points，which were higher than those in the control group of (85.69±5.47) and (87.53±4.17) points，the differences were statistically significant (P＜0.05).The self-management score in the SDLRS of the observation group was (56.87±3.26) points，the self-control score was(63.54±4.23) points，and the enthusiasm of learning score was (48.69±3.15) points，and the total score was (167.98±11.63) points，which were higher than (50.21±3.24)，(56.32±4.22)，(44.65±3.18)，(152.94±10.57) points of the control group，the differences were statistically significant (P＜0.05).The total teaching satisfaction of the observation group was 97.01%，which was higher than 82.09% of the control group，and the difference was statistically significant (P＜0.05).Conclusion FCM is effective in the application of clinical cardiopulmonary resuscitation teaching.It can improve the level of theoretical knowledge and operational skills of students，cultivate the ability of independent learning and improve the satisfaction of teaching.
刘 娟 陈秀琍 刘薇萍. 翻转课堂式教学法与传统教学法在临床心肺复苏教学中的效果比较[J]. 中国当代医药, 2020, 27(33): 194-196.
LIU Juan CHEN Xiu-li LIU Wei-ping. Effect comparison between flipped class model teaching method and traditional teaching method in clinical teaching of cardiopulmonary resuscitation. 中国当代医药, 2020, 27(33): 194-196.
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