类比思维情境教学法在临床用药护理教学培训中的应用调查分析 点击下载
| 论文标题： | 类比思维情境教学法在临床用药护理教学培训中的应用调查分析 |
| 英文标题： | |
| 中文摘要： | 目的：为提高临床用药护理教学培训的教学质量提供参考。方法：采用整群抽样法将我校2011级和2012级全日制本科护理专业共8个班级（每年级各4个班级）分为试验组（用类比思维情境教学法教学）和对照组（用传统教学法教学），进行多站式综合考试成绩评价和问卷调查的横向比较。结果： 对我校2011级全日制本科护理专业共发放问卷102份，回收有效问卷102份，有效回收率为100％；2012级共发放有效问卷110份，回收有效问卷110份，有效回收率为100％。2011和2012级试验组学生的平均成绩和技能成绩均显著优于对照组学生，差异均有统计学意义（P＜0.05）。2011级护理专业试验组学生除“提高协作、组织能力”条目外（P＞0.05），其他各条目显著优于对照组学生，差异均有统计学意义（P＜0.05）；而2012级护理专业试验组学生的所有条目显著优于对照组学生，差异均有统计学意义（P＜0.05）。结论：在护理专业学生进入生产实习前，应用类比思维情境教学法进行临床用药护理教学培训，能充分体现“以学生为主体”的教学理念，可提高学生的临床用药护理安全意识及创新意识，培养学生的临床思维和动手能力，提高学生独立思考、自主学习等的临床综合能力。 |
| 英文摘要： | OBJECTIVE： To provide reference for improving the teaching quality of clinical medication nursing teaching. METHODS： The cluster sampling method was adopted to collect 8 classes of full-time undergraduate nursing students from 2011 and 2012 grade of our university （each 4 classes in each grade）. They were randomly divide into trial group （analogical thought situational teaching method） and control group （traditional teaching method）. Horizontal comparison was conducted for multi-station comprehensive examination result evaluation and questionnaire survey. RESULTS： A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2011 grade in our university， and 102 effective questionnaires were collected with recovery rate of 100％. A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2012 grade， and 110 effective questionnaires were collected with recovery rate of 100％. The average score and skill score of the students in the 2011 and 2012 grades test groups was significantly better than that in the control group， with statistical significance（P＜0.05）. The other items were significantly better than the students of control groupin the 2011 grades， with statistical significance（P＜0.05）， except for the item of “improving collaboration and organizational skills”（P＞0.05）. And all the students of the 2012 grade nursing professional test group were significantly better than the control group, with statistical significance（P＜0.05）. CONCLUSIONS： It can fully embody the teaching idea of “taking students as the main body”， improve students’ awareness of clinical medication， nursing safety and innovation， cultivate students’ clinical thinking and practical ability， and improve clinical comprehensive ability as independent thinking and autonomous learning to use analogical thought situational teaching in clinical medication nursing teaching before nursing students entering the production practice. |
| 期刊： | 2017年第28卷第33期 |
| 作者： | 常罡，王之赫，何晓玲，刘羽 |
| 英文作者： | CHANG Gang，WANG Zhihe，HE Xiaoling，LIU Yu |
| 关键字： | 类比思维；情境教学；临床用药护理；教学方法 |
| KEYWORDS： | Analogical thinking； Situational teaching； Clinical medication nursing； Teaching method |
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