摘要
目的探讨以问题为导向的小组教学对护理本科生信息意识的影响。方法将2009级护理本科生88人分为实验组和对照组。对照组进行传统课堂讲授式教学,实验组进行为期6周的以问题为导向的小组教学。以护理专业大学生信息意识量表及护理本科生主观评价问卷评价其效果。结果干预后实验组护生信息意识及各因子得分高于对照组,且差异具有统计学意义(P<0.05);实验组干预前后信息意识及各因子得分比较,差异具有统计学意义(P<0.05);对照组前后信息意识比较,差异具有统计学意义(P<0.05),但信息认知与信息行为倾向前后得分差异无统计学意义(P>0.05);92.86%的护理本科生愿意再次参加以问题为导向的小组教学。结论以问题为导向的小组教学有利于提升护理本科生的信息意识。
Objective To explore the effects of problem - based group teaching on information consciousness of nursing undergraduate students. Methods A total of 88 nursing undergraduate students of Grade 2009 were divided into observation group and control group. The control group was received teaching with the traditional lecturing teaching methods, while the observation group with the problem - based group teaching for six weeks. The Information Con- sciousness of Nursing Student Scale and the nursing undergraduate students＂ subjective evaluation questionnaire were employed to evaluate the effects. Results The scores of information consciousness and its each factor in observation group were higher than those in the control group （ P 〈 0.05 ）. There were significant differences in the scores of information consciousness and its factor of the observation group before and after intervention （ P 〈 0.05 ）. The scores of in- formation consciousness in the control group showed significant difference before and after intervention （ P 〈 0.05 ） , but the scores of information cognition and in- formation behavioral tendency in control group had no significant difference before and after intervention （P 〉 0.05 ）. Among all the students, 92.86% of the nursing students were willing to participate in problem - based group teaching again. Conclusion The problem - based group teaching can help to improve the information awareness of nursing undergraduate students.
出处
《护理管理杂志》
2012年第12期865-867,共3页
Journal of Nursing Administration
基金
2012年浙江省教育科学规划课题(SCG140)
关键词
护生
本科
以问题为导向
小组教学
信息意识
nursing student
undergraduate
problem - based
group learning
information consciousness
