Application of smart teaching mode in blood purification specialized nursing teaching_West China Medical Journal

Authors：

WANG Fang ¹ , LIN Li ¹ , TANG Xue ¹ , SUN Xiankun ¹ , ZHANG Ling ² ,  CHEN Zhiwen ¹

1. Department of Nephrology, West China Hospital, Sichuan University / West China School of Nursing, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Department of Nephrology and Institute of Kidney Diseases, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

CHEN Zhiwen, Email: kiyuhot@163.com

Keywords：

Smart teaching; blood purification; specialized nursing teaching

DOI：

10.7507/1002-0179.202307030

Video：

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With the development of medical information technology, smart teaching has been widely applied in various fields of medical education. The application of smart teaching technologies such as virtual simulation, intelligent evaluation, and smart teaching platform in blood purification specialized nursing teaching have gradually increased. This article provides an overview of the application of smart teaching mode in blood purification specialized nursing teaching both domestically and internationally, and introduces the integration of online and offline smart teaching mode, in order to provide a theoretical basis for improving the quality of blood purification specialized nursing teaching.

Citation： WANG Fang, LIN Li, TANG Xue, SUN Xiankun, ZHANG Ling, CHEN Zhiwen. Application of smart teaching mode in blood purification specialized nursing teaching. West China Medical Journal, 2024, 39(7): 1110-1113. doi: 10.7507/1002-0179.202307030 Copy

1.	胡珊珊, 厲玉鵬. 大數據時代醫學院校智慧教育探討. 醫學信息學雜志, 2017, 38(5): 85-88.
2.	Zhang A, Feng X. The concept analysis of smart teaching. Nurse Educ Today, 2022, 112: 105329.
3.	McBain KA, Habib R, Laggis G, et al. Scoping review: the use of augmented reality in clinical anatomical education and its assessment tools. Anat Sci Educ, 2022, 15(4): 765-796.
4.	GBD Chronic Kidney Disease Collaboration. Global, regional, and national burden of chronic kidney disease, 1990-2017: a systematic analysis for the Global Burden of Disease Study 2017. Lancet, 2020, 395(10225): 709-733.
5.	何福男. 智慧教學動力解析. 教學與管理, 2023(21): 6-10.
6.	羅生全, 張雪. 智慧教學概念的多元理解及新解釋. 中國遠程教育(綜合版), 2022(11): 6-14.
7.	王進有, 庹舟廷, 汪鑫, 等. 智慧教學聯合虛擬現實技術在泌尿外科臨床教學中的應用. 中國病案, 2023, 24(1): 70-72.
8.	李彬, 何子涵, 楊陽, 等. 口腔醫學專業智慧實驗教學的發展現狀. 中華醫學教育雜志, 2021, 41(2): 151-154.
9.	王晨. 血液凈化專科護士培訓的實踐. 護理學雜志, 2012, 27(1): 64-65.
10.	鄭浩天. 血液凈化專科護士規范化培訓的現狀. 中國血液凈化, 2018, 17(6): 424-426.
11.	周光霞, 辛霞, 高菊林, 等. 我國血液凈化專科護士培訓現狀、存在問題和對策研究進展. 廣西醫學, 2018, 40(8): 960-962.
12.	Eisold C, Poenicke C, Pf?ltzer A, et al. Simulation in the intensive care setting. Best Pract Res Clin Anaesthesiol, 2015, 29(1): 51-60.
13.	Khanduja PK, Bould MD, Naik VN, et al. The role of simulation in continuing medical education for acute care physicians: a systematic review. Crit Care Med, 2015, 43(1): 186-193.
14.	Steadman RH, Burden AR, Huang YM, et al. Practice improvements based on participation in simulation for the maintenance of certification in anesthesiology program. Anesthesiology, 2015, 122(5): 1154-1169.
15.	Dunbar-Reid K, Sinclair PM, Hudson D. The incorporation of high fidelity simulation training into hemodialysis nursing education: an Australian unit’s experience. Nephrol Nurs J, 2011, 38(6): 463-472.
16.	Hudson D, Dunbar-Reid K, Sinclair PM. The incorporation of high fidelity simulation training into hemodialysis nursing education: part 2--a pictorial guide to modifying a high fidelity simulator for use in simulating hemodialysis. Nephrol Nurs J, 2012, 39(2): 119-123.
17.	林宛楊. 淺析《虛擬現實角色 3D 建模》課程教學. 電腦知識與技術, 2017, 13(32): 163-164, 170.
18.	Lemarie P, Husser Vidal S, Gergaud S, et al. High-fidelity simulation nurse training reduces unplanned interruption of continuous renal replacement therapy sessions in critically ill patients: the SimHeR randomized controlled trial. Anesth Analg, 2019, 129(1): 121-128.
19.	Mottes T, Owens T, Niedner M, et al. Improving delivery of continuous renal replacement therapy: impact of a simulation-based educational intervention. Pediatr Crit Care Med, 2013, 14(8): 747-754.
20.	鄧娟, 胡芬, 李錦, 等. 連續性腎臟替代治療護理實踐分層培訓方案的構建. 中國護理管理, 2023, 23(9): 1326-1332.
21.	張冉, 蔡衛新, 王秀秀, 等. 壓力性損傷智能化“評估-決策-控制”系統在腦血管病重癥患者中的應用. 中國卒中雜志, 2022, 17(11): 1198-1202.
22.	王曉麗, 王鑫, 李鵬. 智能化 VTE 風險評估與預警監控系統的建設與應用. 中國數字醫學, 2022, 17(8): 70-74.
23.	湯金松, 王彥哲. 基于智能化監測評估網絡的家醫聯動干預早產兒腦發育模式及應用. 數字技術與應用, 2023, 41(2): 22-25.
24.	Przybyl H, Androwich I, Evans J. Using high-fidelity simulation to assess knowledge, skills, and attitudes in nurses performing CRRT. Nephrol Nurs J, 2015, 42(2): 135-147.
25.	張敬麗, 張婉詞, 張桂芝, 等. 血液凈化教學平臺的構建. 中國病案, 2017, 18(3): 88-91.
26.	Windt K. Development of online learning modules as an adjunct to skills fairs and lectures to maintain nurses’ competency and comfort level when caring for pediatric patients requiring continuous renal replacement therapy (CRRT). Nephrol Nurs J, 2016, 43(1): 39-46.
27.	代明金, 王芳, 陳志文, 等. 信息化的巡回教學模式在連續性腎臟替代治療進修護士教學中的應用效果研究. 華西醫學, 2020, 35(6): 701-704.
28.	李青, 王凡, 賴丹, 等. 智慧教學平臺聯合視頻反饋教學法在中高職銜接護理專業社區健康服務課程中的應用. 中華護理教育, 2023, 20(12): 1459-1464.
29.	祝智庭, 胡姣. 技術賦能后疫情教育創變: 線上線下融合教學新樣態. 開放教育研究, 2021, 27(1): 13-23.
30.	余曉洋, 馮云, 李燕, 等. 移動互聯網背景下 OMO 智慧教學模式在內科學教學中的構建與應用研究. 中國醫學教育技術, 2023, 37(3): 335-339.
31.	Yu H, Wang S, Li J, et al. Influence of online merging offline method on university students’ active learning through learning satisfaction. Front Psychol, 2022, 13: 842322.

1. 胡珊珊, 厲玉鵬. 大數據時代醫學院校智慧教育探討. 醫學信息學雜志, 2017, 38(5): 85-88.
2. Zhang A, Feng X. The concept analysis of smart teaching. Nurse Educ Today, 2022, 112: 105329.
3. McBain KA, Habib R, Laggis G, et al. Scoping review: the use of augmented reality in clinical anatomical education and its assessment tools. Anat Sci Educ, 2022, 15(4): 765-796.
4. GBD Chronic Kidney Disease Collaboration. Global, regional, and national burden of chronic kidney disease, 1990-2017: a systematic analysis for the Global Burden of Disease Study 2017. Lancet, 2020, 395(10225): 709-733.
5. 何福男. 智慧教學動力解析. 教學與管理, 2023(21): 6-10.
6. 羅生全, 張雪. 智慧教學概念的多元理解及新解釋. 中國遠程教育(綜合版), 2022(11): 6-14.
7. 王進有, 庹舟廷, 汪鑫, 等. 智慧教學聯合虛擬現實技術在泌尿外科臨床教學中的應用. 中國病案, 2023, 24(1): 70-72.
8. 李彬, 何子涵, 楊陽, 等. 口腔醫學專業智慧實驗教學的發展現狀. 中華醫學教育雜志, 2021, 41(2): 151-154.
9. 王晨. 血液凈化專科護士培訓的實踐. 護理學雜志, 2012, 27(1): 64-65.
10. 鄭浩天. 血液凈化專科護士規范化培訓的現狀. 中國血液凈化, 2018, 17(6): 424-426.
11. 周光霞, 辛霞, 高菊林, 等. 我國血液凈化專科護士培訓現狀、存在問題和對策研究進展. 廣西醫學, 2018, 40(8): 960-962.
12. Eisold C, Poenicke C, Pf?ltzer A, et al. Simulation in the intensive care setting. Best Pract Res Clin Anaesthesiol, 2015, 29(1): 51-60.
13. Khanduja PK, Bould MD, Naik VN, et al. The role of simulation in continuing medical education for acute care physicians: a systematic review. Crit Care Med, 2015, 43(1): 186-193.
14. Steadman RH, Burden AR, Huang YM, et al. Practice improvements based on participation in simulation for the maintenance of certification in anesthesiology program. Anesthesiology, 2015, 122(5): 1154-1169.
15. Dunbar-Reid K, Sinclair PM, Hudson D. The incorporation of high fidelity simulation training into hemodialysis nursing education: an Australian unit’s experience. Nephrol Nurs J, 2011, 38(6): 463-472.
16. Hudson D, Dunbar-Reid K, Sinclair PM. The incorporation of high fidelity simulation training into hemodialysis nursing education: part 2--a pictorial guide to modifying a high fidelity simulator for use in simulating hemodialysis. Nephrol Nurs J, 2012, 39(2): 119-123.
17. 林宛楊. 淺析《虛擬現實角色 3D 建模》課程教學. 電腦知識與技術, 2017, 13(32): 163-164, 170.
18. Lemarie P, Husser Vidal S, Gergaud S, et al. High-fidelity simulation nurse training reduces unplanned interruption of continuous renal replacement therapy sessions in critically ill patients: the SimHeR randomized controlled trial. Anesth Analg, 2019, 129(1): 121-128.
19. Mottes T, Owens T, Niedner M, et al. Improving delivery of continuous renal replacement therapy: impact of a simulation-based educational intervention. Pediatr Crit Care Med, 2013, 14(8): 747-754.
20. 鄧娟, 胡芬, 李錦, 等. 連續性腎臟替代治療護理實踐分層培訓方案的構建. 中國護理管理, 2023, 23(9): 1326-1332.
21. 張冉, 蔡衛新, 王秀秀, 等. 壓力性損傷智能化“評估-決策-控制”系統在腦血管病重癥患者中的應用. 中國卒中雜志, 2022, 17(11): 1198-1202.
22. 王曉麗, 王鑫, 李鵬. 智能化 VTE 風險評估與預警監控系統的建設與應用. 中國數字醫學, 2022, 17(8): 70-74.
23. 湯金松, 王彥哲. 基于智能化監測評估網絡的家醫聯動干預早產兒腦發育模式及應用. 數字技術與應用, 2023, 41(2): 22-25.
24. Przybyl H, Androwich I, Evans J. Using high-fidelity simulation to assess knowledge, skills, and attitudes in nurses performing CRRT. Nephrol Nurs J, 2015, 42(2): 135-147.
25. 張敬麗, 張婉詞, 張桂芝, 等. 血液凈化教學平臺的構建. 中國病案, 2017, 18(3): 88-91.
26. Windt K. Development of online learning modules as an adjunct to skills fairs and lectures to maintain nurses’ competency and comfort level when caring for pediatric patients requiring continuous renal replacement therapy (CRRT). Nephrol Nurs J, 2016, 43(1): 39-46.
27. 代明金, 王芳, 陳志文, 等. 信息化的巡回教學模式在連續性腎臟替代治療進修護士教學中的應用效果研究. 華西醫學, 2020, 35(6): 701-704.
28. 李青, 王凡, 賴丹, 等. 智慧教學平臺聯合視頻反饋教學法在中高職銜接護理專業社區健康服務課程中的應用. 中華護理教育, 2023, 20(12): 1459-1464.
29. 祝智庭, 胡姣. 技術賦能后疫情教育創變: 線上線下融合教學新樣態. 開放教育研究, 2021, 27(1): 13-23.
30. 余曉洋, 馮云, 李燕, 等. 移動互聯網背景下 OMO 智慧教學模式在內科學教學中的構建與應用研究. 中國醫學教育技術, 2023, 37(3): 335-339.
31. Yu H, Wang S, Li J, et al. Influence of online merging offline method on university students’ active learning through learning satisfaction. Front Psychol, 2022, 13: 842322.

West China Medical Journal

Application of smart teaching mode in blood purification specialized nursing teaching

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