ISSN 1672-9234　CN 11-5289/R
主管：中国科学技术协会　主办：中华护理学会
出版：中华护理杂志社
收录：中国科学引文数据库（CSCD）来源期刊
　　　中国期刊全文数据库
　　　中国核心期刊（遴选）数据库
　　　中文科技期刊数据库
中华护理教育

中华护理教育 ›› 2020, Vol. 17 ›› Issue (7): 648-652.doi: 10.3761/j.issn.1672-9234.2020.07.016

• 院校教育 • 上一篇    下一篇

高职妇科护理“课堂—见习”一体化教学的设计与实践

张玉红(),廖文梅,王赟,何曙芝()   

  1. 224005 江苏省盐城市 江苏医药职业学院
  • 收稿日期:2019-08-14 出版日期:2020-07-20 发布日期:2020-07-24
  • 通讯作者: 何曙芝
  • 作者简介:张玉红：女,硕士,讲师,E-mail：zyh841106@163.com
  • 基金资助:
    江苏省教育科学“十三五”规划专项课题(B-b/2016/03/59)

Design and practice of a teaching method combining classroom and practice together in Gynecology Nursing in a higher vocational college

ZHANG Yu-hong(),LIAO Wen-mei,WANG Yun,HE Shu-zhi()   

  • Received:2019-08-14 Online:2020-07-20 Published:2020-07-24
  • Contact: Shu-zhi HE

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摘要：

目的 探讨“课堂—见习”一体化教学在高职助产专业妇科护理课程的实施效果。方法 选取2017级助产专业98名高职生为研究对象,开展妇科护理课程“课堂—见习”一体化教学,加强校企双主体教师的合作与管理,在课堂与见习教学中引入SBAR沟通模式,即现状（situation）、背景（background）、评估（assessment）、建议（recommedation）,积极开展第二课堂。采用翻转课堂、案例分析、情境模拟等方法进行理论教学（18学时）,采用自制简易SBAR护理记录单和小组讨论法进行实践教学（4学时）和见习（14学时）。评价学生的考核成绩、评判性思维能力以及教学满意度。结果 2017级助产专业98名学生的平时成绩为（86.27分±5.93）分,期末成绩为（90.11±4.13）分,总成绩为（88.58±2.59）分。课程结束后,学生的评判性思维能力较教学前得到提高（P<0.05）。学生对教学总体的满意度为100%。结论 “课堂—见习”一体化教学对培养高职学生妇科护理的专业能力效果良好,有助于提高其评判性思维能力,能够更好地为实习阶段奠定基础。

关键词: 教育, 护理, 课程, 妇科护理

Abstract:

Objective To explore the effects of a teaching method combing classroom and practice together in Gynecology Nursing in a higher vocational college.Methods A total of 98 vocational students majoring in midwifery recruited in 2017 were selected. The integration of classroom and practice in gynecology was carried out. The cooperation was strengthened between school and enterprise. We introduced the SBAR（situation,background,assessment and recommendation）communication model in the classroom teaching. The theoretical teaching（18 class hours）was conducted by using flipped classroom,case analysis,situational simulation and other methods. The self-made simple SBAR nursing record sheet and group discussion were used for practical teaching（4 class hours） and clinical observation（14 class hours）. Students’ usual performance,final examination score,critical thinking ability and teaching evaluation were evaluated. Results The average usual score of students was（86.27±5.93）,the final examination score was（90.11±4.13）,and the total score was（88.58±2.59）.The critical thinking ability of students was significantly improved（P<0.05）. The overall satisfaction rate of students with teaching was 100%. Conclusion The combination of classroom and practice in Gynecological Nursing course is helpful to improve students’ academic performance,critical thinking ability and teaching satisfaction,and lay a foundation for the practice stage.

Key words: Education, Nursing, Curriculum, Gynecological nursing