类比思维情境教学法在临床用药护理教学培训中的应用调查分析

发布时间：2018-04-23 00:40

本文选题：类比思维 + 情境教学　；参考：《中国药房》2017年33期

【摘要】：目的:为提高临床用药护理教学培训的教学质量提供参考。方法:采用整群抽样法将我校2011级和2012级全日制本科护理专业共8个班级(每年级各4个班级)分为试验组(用类比思维情境教学法教学)和对照组(用传统教学法教学),进行多站式综合考试成绩评价和问卷调查的横向比较。结果:对我校2011级全日制本科护理专业共发放问卷102份,回收有效问卷102份,有效回收率为100%;2012级共发放有效问卷110份,回收有效问卷110份,有效回收率为100%。2011和2012级试验组学生的平均成绩和技能成绩均显著优于对照组学生,差异均有统计学意义(P0.05)。2011级护理专业试验组学生除"提高协作、组织能力"条目外(P0.05),其他各条目显著优于对照组学生,差异均有统计学意义(P0.05);而2012级护理专业试验组学生的所有条目显著优于对照组学生,差异均有统计学意义(P0.05)。结论:在护理专业学生进入生产实习前,应用类比思维情境教学法进行临床用药护理教学培训,能充分体现"以学生为主体"的教学理念,可提高学生的临床用药护理安全意识及创新意识,培养学生的临床思维和动手能力,提高学生独立思考、自主学习等的临床综合能力。
[Abstract]:Objective: to provide reference for improving the teaching quality of clinical medicine nursing training. Methods: by cluster sampling, 8 classes (4 classes in each grade) were divided into experimental group (using analogical thinking situational teaching method) and control group (using traditional teaching). In the teaching of learning method, the multi-station comprehensive examination score evaluation and the questionnaire survey are compared horizontally. Results: a total of 102 questionnaires were sent out to the nursing specialty of full-time undergraduate course in grade 2011 of our university, 102 valid questionnaires were recovered, the effective recovery rate was #number1# valid questionnaires, and the valid questionnaires were 110 valid questionnaires. The average scores and skill scores of the experimental group were significantly better than those of the control group, and the difference was statistically significant (P 0.05). The other items were significantly better than those of the control group (P 0.05), while all the items in the 2012 nursing major test group were significantly better than those in the control group (P 0.05). Conclusion: before the nursing students enter into the production practice, the application of the analogical thinking situational teaching method in clinical medicine teaching training can fully embody the teaching idea of "taking students as the main body". It can improve students' consciousness of safety and innovation in clinical medicine nursing, train students' clinical thinking and practical ability, and improve students' clinical comprehensive ability of independent thinking and independent learning.
【作者单位】：锦州医科大学附属第一医院学生管理部;
【分类号】：G642.4;R47-4

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