摘要
[目的]探索以问题为导向的教学方法(PBL)在新生儿疾病护理中的教学效果。[方法]选取了选取护理专业2012年级高职6班70名学生作为教改班,实施PBL教学;护理专业2012年级高职14班74名学生作为对照班,进行传统教学。教学评价采用笔试与问卷调查相结合的方式。[结果]新生儿基础理论知识成绩,对照班成绩(39.35分±5.78分)高于教改班(35.69分±6.15分);而教改班的病案分析成绩(37.38分±5.59分)明显高于对照班(30.55分±6.41分),差异均具有统计学意义(P均<0.05)。问卷显示,对实行PBL教学持肯定意见者占72%,无所谓者占18%,不感兴趣者占10%。[结论]PBL方法适用于新生儿疾病护理教学,有利于提高学生的临床思考能力。
Objective：To probe into effect of PBL teaching method in neo- natal nursing teaching. Methods：Class 6 Grade 2012 including 70 students in nursing profession was selected as teaching reform Class, and LBL teaching was carried out for them. Class 14 Grade 2012 including 74 students in nursing profession was selected as control Class, and traditional teaching for them. Teaching evaluation used a combination of written tests and questionnaires. Results：the average score of neonatal basic theoretical knowledge of Class 14（39.35!5.78）was better than that of Class 6 （35. 69±6. 15）（P〈0. 05）,but the average score of clinical case analysis of Class 6 （37.38~5.59）was significantly better than that of Class 14（30. 55±6. 41）（P〈0.05）. The questionnaire showed that 72% of students hold a positive opinion on the implementation of PBL teaching, 18% of them felt it does not matter, 10% of them are not interested in. Conclusion：PBL method is suitable for neonatal disease nursing teaching, and is helpful to improve students＇ clinical thinking skills.
出处
《全科护理》
2013年第15期1433-1434,共2页
Chinese General Practice Nursing
基金
广西医科大学护理学院(校)2011年度教学
科研课题立项项目
编号:201109
