目的 探讨格拉斯哥昏迷评分（Glasgow Coma Scale,GCS）微课设计要点及应用效果。方法 组建微课师资团队,基于ADDIE模型的5个阶段,即分析（analysis）、设计（design）、开发（development）、实施（implementation）、评价（evaluation）,在前期问卷调查及质性访谈结果的基础上,进行GCS微课设计,并应用于医院急诊科、急诊重症监护室轮转实习的60名全日制本科护生的临床教学中。比较培训前后护生的知识目标、能力目标、情感目标的达成情况,以及满意度、参与度情况。结果 培训后护生理论成绩（86.25±4.84）分高于培训前（54.00±9.69）分,差异具有统计学意义（P<0.001）;培训后技能考核正确率为88.33%,高于培训前正确率18.33%,差异具有统计学意义（P<0.001）;对微课作品、基于ADDIE模型的教学设计、带教老师的满意度分别为100%、96.6%、96.9%,学习参与度为100%。结论 GCS微课有助于激发护生的学习兴趣,提升护生的知识、技能、情感态度等综合能力,丰富临床护理教学资源。
Objective To explore the key points of the design and application effects of the Glasgow Coma Scale（GCS） score micro-course. Methods A specialized micro-course teacher team was developed and designed GCS micro-course based on the five stages of ADDIE model（analysis,design,development,implementation and evaluation）,the survey and interview. The GCS micro-course was applied to the clinical teaching of 60 full-time undergraduate nursing students in an emergency department and EICU for four weeks of rotation internship. The teaching effects were evaluated using the achivement of knowledge goal,ability goal and emotional goal,satisfaction,participation of nursing students before and after the training. Results After training,the theoretical scores of nursing students was higher than that before training[（86.25± 4.84） vs （54.00± 9.69）,P< 0.001] and the pass rate of skills assessment was higher than before（88.33% vs 18.33%,P< 0.001）. Satisfaction with micro-course works,instructional design based on the ADDIE model,and teaching teachers were 100%,96.6% and 96.9%,respectively,with 100% participation. Conclusion The GCS micro-course aroused the interest of nursing students,improved their comprehensive abilities such as knowledge,skills,and emotional attitudes,enriched clinical nursing teaching resources.
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