混合式教学在护理本科生临床沟通培训中的应用研究

doi:10.3761/j.issn.1672-9234.2019.05.002

摘要/Abstract

摘要：

目的探讨混合式教学在护理本科生临床沟通培训中的应用方法与效果。方法选取2015级护理学专业本科生70名,随机分为2组,各35名。对照组教学采用集中讲授4学时和临床带教实习;试验组教学采用线上理论教学和线下实践教学的混合式教学。在干预前后采用临床沟通能力测评量表对两组的临床沟通能力进行评价。结果干预后,试验组和对照组的临床沟通能力总分及各维度得分均高于干预前（P<0.05）;试验组与对照组比较,临床沟通能力总分及各维度得分提升幅度更大（P<0.05）。结论混合式教学有利于整合线上线下教学优势,能更好地提升学生临床沟通能力。

关键词: 学生,护理, 临床工作能力, 混合式教学, 临床沟通能力

Abstract:

Objective To explore the effects of blended teaching on clinical communication ability of undergraduates in nursing. Methods A total of 70 undergraduate nursing students of Grade 2015 were selected and randomly divided into two groups with 35 students in the experimental group and 35 students in the control group. Students in the control group received 4-hour intensive teaching and clinical practice. Students in the experimental group received blended online teaching and offline practice. The clinical communication ability of two group was evaluated by “the Clinical Communication Competence Scale of Nursing Students” before and after the intervention. Results After the intervention,the total score of clinical communication ability of the nursing students and the score of each dimension in both groups were significantly higher than those before the intervention,which were significantly different（P<0.05）. Compared with the control group,the total score of clinical communication ability of the nursing students and the score of each dimension improved more greatly in the experimental group（P<0.05）. Conclusion Blended teaching is conducive to the integration of online and offline teaching,and can better improve the clinical communication ability of nursing students.

Key words: Students,Nursing, Clinical Competence, Blended teaching, Clinical communication ability

庄淑梅,陈晨,庞运夺,薛军,范文捷,刘毛杰,王丽丽,梁雪萍,元艳. 混合式教学在护理本科生临床沟通培训中的应用研究[J]. 中华护理教育, 2019, 16(5): 329-332.

Shu-mei ZHUANG,Chen CHEN,Yun-duo PANG,Jun XUE,Wen-jie FAN,Mao-jie LIU,Li-li WANG,Xue-ping LIANG,Yan YUAN. The effects of blended teaching on clinical communication ability of undergraduates in nursing[J]. Chinese Journal of Nursing Education, 2019, 16(5): 329-332.

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