摘要
目的探究理实一体化在《护理学基础》教学中的应用，及对培养护生职业能力的作用。方法按方便抽样的方法抽取2011级高职护理专业2个班共69名学生，其中，应用传统课堂教学法的34名学生作为对照组，应用理实一体化教学法的35名学生为试验组，将理实一体化教学分为3个阶段，即多媒体教室环境的教学、模拟病房中的自主练习、教学医院里的临床见习。对两组学生进行理论考核和操作考核，采用自行设计的护理职业能力自评问卷，评价两组的教学效果。结果试验组护生综合考核成绩为（92．14±1．53）分，高于对照组的（88．64±6．61）分，差异有统计学意义（t=6．65，P〈0．05）；试验组学生的职业能力各项自评得分均显著高于对照组，差异有统计学意义（P〈0．05）。结论《护理学基础》理实一体化教学改革取得了良好的教学效果，有利于提高护生的职业能力。
Objective To explore the application of theory-practice integrated teaching of Fundamentalsof Nursing, and its effect on the vocational ability training of nursing students. Methods Sixty-nine students from the two classes of nursing specialty in higher vocational nursing in 2011 were chosen according to convenience sampling method. The control group （ n = 34 ） received the traditional teaching method, and the experimental group （n = 35 ） received the theory-practice integrated teaching method which was divided into three stages including to the environmental teaching in the multimedia classroom, the independent practice in the simulated ward and the clinical training in the teaching hospital. The teaching effect was evaluated through the theoretical and practical examinations and the self-designed questionnaire on nursing vocational ability in two groups. Results The score of comprehensive examination was （92.14 ± 1.53） in the experimental group, and was higher than （ 88.64±6.61 ） in the control group, and the difference was statistically significant （ t = 6. 65, P 〈 0. 05 ）. The scores of every items in vocational ability in the experimental group were higher than those in the control group, and the differences were statistically significant （ P 〈 0. 05 ）. Conclusions The theory- practice integrated teaching of Fundamentals of Nursing obtains good teaching effect, and is helpful to improve nursing students＇ vocational ability.
出处
《中华现代护理杂志》
2014年第14期1730-1732,共3页
Chinese Journal of Modern Nursing
基金
基金项目：2012大连大学立项课题（GA）
关键词
教育
护理
教学方法
护理学基础
理实一体化教学
职业能力
Education, nursing
Teaching method
Fundamentals of nursing
Theory-practiceintegrated teaching
Vocational ability
