摘要
目的：联合高仿真模拟人和PBL教学法,构建医学模拟教学方式,提高《护理实务临床处置》课程效果,培养护理学生综合能力。方法随机将180名护理大专生分为实验组和对照组,每组90人,实验组运用联合高仿真模拟人和PBL教学法的医学模拟教学,对照组采用传统角色扮演处置法,实验前后分别对评判性思维能力、沟通交流能力及自主学习能力进行测评,试验后进行考核和课程效果评价。结果实验前,两组学生评判性思维能力、沟通交流能力及自主学习能力评分差异无统计学意义（P＆gt;0.05）；实验后,实验组学生评判性思维能力、沟通交流能力及自主学习能力总分分别为（288.00±16.91）,（37.94±0.80）,（75.66±6.56）分,均高于对照组（258.63±20.80）,（31.48±0.58）,（68.97±3.79）分,差异有统计学意义（t值分别为5.99,35.51,4.84；P〈0.05）；实验组考核成绩、对课程满意度分别为（91.00±1.11）,（4.57±0.50）分,高于对照组（80.60±2.46）,（3.97±0.71）分,差异有统计学意义（t值分别为21.11,3.75；P〈0.05）。结论联合高仿真模拟人和PBL教学法的医学模拟教学有利于培养学生评判性思维、沟通交流能力和自主学习能力等综合能力,是应用于护理实务临床处置课程的有效尝试。
Objective To joint medical simulation teaching simulator and PBL teaching method to improve the teaching effects on the curriculum of clinical nursing practice, and cultivate nursing students′comprehensive ability. Methods A total of 180 nursing college students were randomly divided into experimental group and control group, with each group 90 students. Experimental group students were taught with medical simulation teaching method, while control group students were taught with traditional role play practice method. The student′s critical thinking ability, communication ability and self-learning ability were evaluated before and after the experiment. All the two groups′ students were tested, and the teaching effects were evaluated after the experiment. Results Before the experiment, the differences of the critical thinking ability, communication ability and self-learning ability of the two group students were not statistically significant （P＆gt;0. 05）. After the experiment, the critical thinking ability, communication ability and self-learning ability of the experimental group students were respectively （288. 00 ± 16. 91）,（37. 94 ± 0. 80）,（75. 66 ± 6. 56） score, which were higher than that of the control group （258. 63 ± 20. 80）,（31. 48 ± 0. 58）,（68. 97 ± 3. 79） score, and the difference were statistically significant （t=5. 99,35. 51,4. 84;P〈0. 05）; The test results and the teaching satisfaction of experimental group were respectively （91. 00 ± 1. 11） and （4. 57 ± 0. 50） score, which were higher than that of the control group （80. 60 ± 2. 46） and （3. 97 ± 0. 71） score, and the difference were statistically significant （t =21. 11,3. 75;P 〈0. 05）. Conclusions The medical simulation teaching simulator combined with PBL teaching method can improve student′s critical thinking ability, communication ability, self-learning ability, and so other comprehensive ability, which is a effective attempt for the teaching of the curriculum of clinical nursing practice.
出处
《中华现代护理杂志》
2015年第32期3845-3849,共5页
Chinese Journal of Modern Nursing
基金
2013年浙江省高等教育课堂教学改革项目（kg2013634）
2013年浙江省高等教育教学改革项目（jg013253）
