老年护理情境模拟综合实训课程改革与实践

doi:10.3761/j.issn.1672-9234.2022.09.001

摘要/Abstract

摘要：

目的借鉴世界技能大赛健康与社会照护项目对老年护理情境模拟综合实训课程进行教学改革,并探讨实践效果。方法便利选取某校高职护理专业（老年护理方向）2019级1个班学生为对照组（n=45）,2020级1个班为试验组（n=40）。基于世界技能大赛健康与社会照护项目进行教学内容改革,采用线上线下混合式教学对试验组进行授课;对照组则采用传统教学方法。课程结束后,比较两组综合情境模拟考核成绩,并通过半结构式访谈了解试验组学生学习体验。结果试验组综合情境模拟考核成绩为（91.86±3.26）分,对照组为（83.73±4.38）分,差异有统计学意义（t=9.608,P<0.001）;试验组学生访谈得出4个主题,即感知到教学内容的广度和整合度、激发学习兴趣、提升综合能力、体会到课程具有挑战度。结论基于健康与社会照护项目改革的老年护理情境模拟综合实训课程增加了教学内涵,采用的混合式教学能提高学生学习兴趣和参与度,推动课程教学目标达成,提高了学生解决问题、沟通交流等综合能力,学生有较好的学习体验。

关键词: 老年护理学, 教育改革, 健康照护, 综合实训, 情境模拟

Abstract:

Objective To conduct a curriculum reform of the Comprehensive Practical Training of Scene Simulation on Geriatric Nursing based on health and social care project in the World Skills Competition. Methods Students in a class of grade 2019 in a higher vocational nursing college（geriatric nursing） were recruited as the control group（n=45）,and students in a class of grade 2020 were assigned to the experimental group（n=40）. Based on the health and social care project of the World Skills Competition,the teaching contents were reformed. Students in the experimental group was taught through online and offline method while students in the control group was taught by traditional teaching methods. At the end of the course,comprehensive scene simulation assessment was conducted. Semi structured interviews were adopted to explore the learning experience of students. Results The experimental group's comprehensive scene simulation assessment results were significantly better than those in the control group（P<0.05）.Four themes emerged from the interviews,including the breadth and integration of teaching contents,enhancement of learning interest,improvement of comprehensive abilities,and difficulties and challenges. Conclusion The comprehensive practical training of scene simulation on geriatric nursing based on health and social care project in the World Skills Competition enriched the connotation. The blended teaching method adopted can stimulate students' learning interest,improve comprehensive abilities such as communication and problem-solving. Students can have good experience during the course learning.

Key words: Geriatric Nursing, Educational Reform, Health care, Comprehensive practical training, Scene simulation

陈燕,黄金银,宁香香,何萍,袁葵. 老年护理情境模拟综合实训课程改革与实践[J]. 中华护理教育, 2022, 19(9): 773-778.

CHEN Yan,HUANG Jinyin,NING Xiangxiang,HE Ping,YUAN Kui. Curriculum reform of the Comprehensive Practical Training of Scene Simulation on Geriatric Nursing[J]. Chinese Journal of Nursing Education, 2022, 19(9): 773-778.

图/表 2

参考文献 9

[1]	国务院. “十四五”国家老龄事业发展和养老服务体系规划[EB/OL].[2022-02-22]. http://www.mca.gov.cn/article/xw/mtbd/202202/20220200039833.shtml.
[2]	张黎明. 世界技能大赛健康与社会照护项目介绍及启示[J]. 中华护理教育, 2021, 18(1):8-12.
	Zhang LM. The introduction and implication of Health and Social Care in the World Skills Competition[J]. Chin J Nurs Educ, 2021, 18(1):8-12.
[3]	Adedeji A, Ojelabi R, Oyeyipo O, et al. Integrating construction craft skill acquisition in the built environment curriculum using a competence based education approach[J]. Res J Appl Sci, 2017, 12(3/4):295-303.
[4]	李峥, 刘宇. 护理学研究方法[M]. 北京: 人民卫生出版社, 2012:197-292.
[5]	朱琴, 颜巧元. 世界技能大赛健康与社会照护项目对高职护理专业教学的启示[J]. 中华护理教育, 2021, 18(8):719-722.
	Zhu Q, Yan QY. Implications of Health and Social Care in the World Skills Competition for higher vocational nursing education[J]. Chin J Nurs Educ, 2021, 18(8):719-722.
[6]	龚小凤, 孙晓嘉. 护士核心能力评价指标体系框架的研究进展[J]. 解放军护理杂志, 2016, 33(21):46-48,52.
	Gong XF, Sun XJ. Research progress on evaluation index system framework of nurses' core competence[J]. Nurs J Chin PLA, 2016, 33(21):46-48,52.
[7]	陈桂园, 季兰芳, 黄利全, 等. 移动互联网下混合式教学在护理综合实训课堂中的应用[J]. 卫生职业教育, 2018, 36(17):89-91.
	Chen GY, Ji LF, Huang LQ, et al. Application of hybrid teaching under mobile Internet in nursing comprehensive training classroom[J]. Health Vocat Educ, 2018, 36(17):89-91.
[8]	白建民. 翻转课堂联合OSCE教学模式在护理综合实训教学中的应用[J]. 卫生职业教育, 2019, 37(13):113-115.
	Bai JM. Application of the teaching mode of flipped classroom combined with OSCE in comprehensive nursing practice teaching[J]. Health Vocat Educ, 2019, 37(13):113-115.
[9]	高星, 章雅青, 王琳, 等. 基于小规模限制性在线课程的翻转课堂在护理管理学教学中的应用[J]. 中华护理教育, 2021, 18(7):613-617.
	Gao X, Zhang YQ, Wang L, et al. Application of flipped classroom based on small private online course in Nursing Management[J]. Chin J Nurs Educ, 2021, 18(7):613-617.

[1]	王秀蓉, 王娜娜, 蒋会慧. 高职院校护理专业“岗课赛证”综合育人路径的探索与实践[J]. 中华护理教育, 2024, 21(7): 834-840.
[2]	朱晓玲, 陈少华, 林彬彬, 王小燕, 许贵如, 徐钦, 邱萍萍, 林晓云, 宋继红. 助产专业本科生对助产综合实验课程情境模拟教学体验的研究[J]. 中华护理教育, 2024, 21(5): 562-568.
[3]	肖乐, 戴蕾, 彭徐云, 黄飞燕. 叙事教学法联合项目驱动教学法在高职老年护理学课程中的应用[J]. 中华护理教育, 2024, 21(4): 415-420.
[4]	李安安, 侯云英, 李惠玲, 汪小华, 邬青, 钱红英, 吴茵, 王丽, 龚兵艳. 基于任务驱动的翻转课堂在本科老年护理学教学中的应用[J]. 中华护理教育, 2024, 21(4): 397-403.
[5]	林雁, 张旋, 肖惠敏. 老年人安全居家环境创设虚拟仿真实验的设计与应用[J]. 中华护理教育, 2024, 21(4): 404-409.
[6]	张蒙, 冯冬梅, 任静, 淳雪丽, 张雪梅. 沉浸式模拟体验教学在本科老年护理学课程中的应用[J]. 中华护理教育, 2024, 21(4): 410-414.
[7]	杨娜娜, 曾慧, 周静, 李昌秀, 孙凌霞, 吴敏, 程传丽, 刘容, 罗露文. 反思提示卡在本科护理学导论情境模拟实训中的应用[J]. 中华护理教育, 2024, 21(4): 444-448.
[8]	田朝霞, 李红梅, 赵敏, 张宇彤, 王茜. 本科助产综合实训课程思政的教学设计与实践[J]. 中华护理教育, 2024, 21(1): 27-31.
[9]	林雁, 肖惠敏, 张旋, 吴炜炜, 陈菁菁, 赵珺瑜, 叶珊. 老年护理学社会实践课程的建设与教学实践研究[J]. 中华护理教育, 2023, 20(5): 540-543.
[10]	周雪, 冯吉波, 高欢玲, 李琳杰, 李红梅. 基于混合式教学的本科老年护理学课程思政方案的设计与实践[J]. 中华护理教育, 2023, 20(2): 174-178.
[11]	毛翠, 周敏, 吴建军, 李会仿, 娄雅晴, 胡野, 姚水洪. 基于“软硬技能并重”理念的高职临床护理综合实训课程改革与实践[J]. 中华护理教育, 2023, 20(12): 1440-1445.
[12]	徐凤麟, 牛振军, 刘玲华, 郑蓉, 原静民. 高职老年护理学第二课堂教学方案的设计与实践[J]. 中华护理教育, 2023, 20(12): 1446-1452.
[13]	安晓燕, 李雪云, 吕晓凡, 刘佩玉. 反例视频结合情境模拟在手术室无菌操作临床教学中的应用[J]. 中华护理教育, 2023, 20(10): 1163-1168.
[14]	高云, 赵金梅, 曾钢, 叶君荣, 夏志春, 韦红梅, 肖爱祥. 情境模拟教学法在本科精神科护理学课程中的应用[J]. 中华护理教育, 2023, 20(10): 1174-1180.
[15]	许力升,陈虹秀,王钧,何春霞,刘清泉,胡秀英. 我国31个省份老年科护士在职培训现状及需求调查研究[J]. 中华护理教育, 2022, 19(9): 786-791.