Teaching Reform of Obstetrics and Gynecology Nursing Course in Higher Vocational Colleges Based on OBE Education Concept from the Perspective of Big Data

Abstract

The application of big data puts forward new requirements for the talent training mode and curriculum reform of big data in higher vocational colleges. Through statistical data, the classroom quality can be measured, evaluated and traced. Under the framework of “Internet plus big data”, taking the cultivation of innovative ability as the core, realizing the multidimensional integration of technology and science, general knowledge and specialty, teaching and research, and teachers and students has become a new concept and Practice for improving the quality of big data talents training in higher vocational colleges. Obstetrics and gynecology nursing is one of the core courses of nursing specialty in higher vocational colleges, which is of great significance to the cultivation of professional talents. The purpose of nursing specialty in higher vocational colleges is to cultivate skilled and technical applied talents to meet the needs of medical and health posts, which requires the combination of theoretical knowledge and practical skills, so as to cultivate students’ clinical thinking and ability. There are some problems in the course design of Obstetrics and gynecology nursing in higher vocational colleges, such as the derailment of theoretical teaching and practical teaching, teaching materials lagging behind the update of clinical skills, students’ low learning initiative, single teaching mode and so on. Based on the OBE teaching concept from the perspective of big data, this paper carries out curriculum design, curriculum implementation and Curriculum Evaluation Guided by students’ learning achievements, and through the reverse design of achievements, highlights the student-centered, quantifies teaching output, and cultivates students’ learning ability and creativity. By reasonably mobilizing students’ learning initiative, students can achieve “self-education, self-management, self-service, and common improvement”, so as to improve the teaching quality of this course, improve students’ clinical skills, promote the self-development of teachers and students, and realize the “winwin” of education.