综合设计性实验在高职护生《内科护理学》教学中的应用探索
发布时间：2018-09-13 15:31
【摘要】：目的探索综合设计性实验在高职护生《内科护理学》实验教学中的运用模式,以提高高职护生的专业技术能力、自主学习能力、评判性思维能力及沟通能力,从而为改善高职护生综合素质,培养“应用型”人才提供参考。方法选择2015年秋入学的311名护生作为研究对象。采用抽签的方式,随机将150名护生作为干预组,161名护生作为对照组。两个班学情等前测结果一致或相似,差异不具有统计学意义(P0.05)。两组均在完成《内科护理学》既定教学内容后,开展实验教学。对照组基于传统实验教学方法进行教学,干预组采用综合设计性实验教学方法。分别于教学前(前测)和教学后(后测)采用OSCE站点考核、自主学习能力量表、评判性思维能力量表和支持性沟通量表对教学质量进行评价。结果(1)两组后测的OSCE站点考核结果、自主学习能力、评判性思维能力和支持性沟通量表结果均好于前测,差异有统计学意义(P0.05)。(2)干预组护理问诊、护理体检、病例分析、护理措施、健康教育以及OSCE考核总分后测评分分别为(4.31±1.45)分、(8.19±2.33)分、(8.04±1.72)分、(11.04±2.59)分、(8.92±0.96)分、(40.50±8.91)分,均高于对照组后测结果,差异有统计学意义(P0.05)。(3)干预组学习动机、计划和实施、自我管理、人际沟通以及自主学习能力总分后测结果分别为(25.7±5.3)分、(25.9±4.8)分、(17.2±2.8)分、(18.0±2.5)分、(86.8±23.5)分,均高于对照组,差异有统计学意义(P0.05)。(4)干预组评判性思维能力后测结果为(80.06±17.19)分,高于对照组,差异有统计学意义(P0.05)。(5)干预组后测的辅导和咨询、提供负面反馈、支持性沟通和沟通总分分别为(17.35±2.09)分、(24.25±4.18)分、(38.31±8.12)分、(79.91±10.52)分,均高于对照组,两组差异有统计学意义(P0.05)。结论较之传统的教学方法,在高职护生《内科护理学》中运用综合设计性实验,能够提升护生的护理操作技能,帮助护生改善自主学习能力、形成评判性思维能力,并且增强沟通能力。
[Abstract]:Objective to explore the application mode of comprehensive design experiment in the experimental teaching of higher vocational nursing students "Internal Medicine Nursing", so as to improve the professional technical ability, autonomous learning ability, critical thinking ability and communication ability of higher vocational nursing students. So as to improve the comprehensive quality of higher vocational nursing students, train "applied" talents to provide a reference. Methods 311 nursing students enrolled in the fall of 2015 were selected as study objects. 150 nursing students were randomly selected as control group by drawing lots. The results of pre-test of the two classes were the same or similar, the difference was not statistically significant (P0.05). Experimental teaching was carried out in both groups after the completion of the established teaching contents of Internal Medicine Nursing. The control group was based on the traditional experimental teaching method, and the intervention group was using the comprehensive design experimental teaching method. The teaching quality was evaluated by OSCE site assessment, self-learning ability scale, critical thinking ability scale and supportive communication scale before and after teaching. Results (1) the results of OSCE site examination, autonomous learning ability, critical thinking ability and supportive communication scale of the two groups were better than those of the pre-test, and the difference was statistically significant (P0.05). (2). The scores of nursing measures, health education and OSCE were (4.31 卤1.45), (8.19 卤2.33), (8.04 卤1.72), (11.04 卤2.59), (8.92 卤0.96), (40.50 卤8.91), respectively, which were significantly higher than those of the control group (P0.05). The total scores of interpersonal communication and autonomous learning were (25.7 卤5.3), (25.9 卤4.8), (17.2 卤2.8), (18.0 卤2.5), (86.8 卤23.5), respectively, which were higher than those of the control group (P0.05). (4), the scores of critical thinking ability in the intervention group were (80.06 卤17.19), higher than those in the control group. The difference was statistically significant (P0.05). (5). The total scores of supportive communication and communication were (17.35 卤2.09), (24.25 卤4.18), (38.31 卤8.12), (79.91 卤10.52), respectively, which were significantly higher than those of the control group (P0.05), and the total scores of supportive communication and communication were (17.35 卤2.09), (24.25 卤4.18), (38.31 卤8.12), (79.91 卤10.52), respectively, which were significantly higher than those in the control group (P0.05). Conclusion compared with the traditional teaching method, the comprehensive design experiment can improve nursing operation skills, help nursing students improve their autonomous learning ability and form critical thinking ability. And enhance communication skills.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R47-4;G712
本文编号：2241580
[Abstract]:Objective to explore the application mode of comprehensive design experiment in the experimental teaching of higher vocational nursing students "Internal Medicine Nursing", so as to improve the professional technical ability, autonomous learning ability, critical thinking ability and communication ability of higher vocational nursing students. So as to improve the comprehensive quality of higher vocational nursing students, train "applied" talents to provide a reference. Methods 311 nursing students enrolled in the fall of 2015 were selected as study objects. 150 nursing students were randomly selected as control group by drawing lots. The results of pre-test of the two classes were the same or similar, the difference was not statistically significant (P0.05). Experimental teaching was carried out in both groups after the completion of the established teaching contents of Internal Medicine Nursing. The control group was based on the traditional experimental teaching method, and the intervention group was using the comprehensive design experimental teaching method. The teaching quality was evaluated by OSCE site assessment, self-learning ability scale, critical thinking ability scale and supportive communication scale before and after teaching. Results (1) the results of OSCE site examination, autonomous learning ability, critical thinking ability and supportive communication scale of the two groups were better than those of the pre-test, and the difference was statistically significant (P0.05). (2). The scores of nursing measures, health education and OSCE were (4.31 卤1.45), (8.19 卤2.33), (8.04 卤1.72), (11.04 卤2.59), (8.92 卤0.96), (40.50 卤8.91), respectively, which were significantly higher than those of the control group (P0.05). The total scores of interpersonal communication and autonomous learning were (25.7 卤5.3), (25.9 卤4.8), (17.2 卤2.8), (18.0 卤2.5), (86.8 卤23.5), respectively, which were higher than those of the control group (P0.05). (4), the scores of critical thinking ability in the intervention group were (80.06 卤17.19), higher than those in the control group. The difference was statistically significant (P0.05). (5). The total scores of supportive communication and communication were (17.35 卤2.09), (24.25 卤4.18), (38.31 卤8.12), (79.91 卤10.52), respectively, which were significantly higher than those of the control group (P0.05), and the total scores of supportive communication and communication were (17.35 卤2.09), (24.25 卤4.18), (38.31 卤8.12), (79.91 卤10.52), respectively, which were significantly higher than those in the control group (P0.05). Conclusion compared with the traditional teaching method, the comprehensive design experiment can improve nursing operation skills, help nursing students improve their autonomous learning ability and form critical thinking ability. And enhance communication skills.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R47-4;G712
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