基于互动工具的启发式教学在内科护理学中的应用
收稿日期: 2020-05-18
网络出版日期: 2021-01-22
The application of heuristic teaching based on interactive tool in the course of Medical Nursing
目的 探讨基于互动工具的以问题为先导的临床医学教学模式在内科护理学教学中的应用效果。方法2018年9月—2019年1月,采用便利抽样法选取某高职院校护理系2017级2个班的学生为研究对象,以班级为单位设为试验组(n=45)和对照组(n=43),对照组采用PBL教学,试验组实施基于互动工具的以问题为先导的临床医学教学模式,干预结束后比较两组内科护理学考试成绩、自主学习能力及教学满意度。 结果 干预后,试验组内科护理学总成绩为(80.43±6.17)分,对照组为(73.22±5.77)分,两组比较差异有统计学意义(P<0.05);试验组主学习能力得分为(243.24±29.67)分,对照组为(229.63±28.80)分,两组比较差异有统计意义(P<0.05);试验组教学满意度高于对照组(P<0.05)。 结论 基于互动工具的以问题为先导的临床医学教学模式能够提升学生的学习效果、自主学习能力,提高教学满意度。
谢丽琴 , 周俊 , 唐莹 , 贺丽春 . 基于互动工具的启发式教学在内科护理学中的应用[J]. 中华护理教育, 2021 , 18(1) : 50 -54 . DOI: 10.3761/j.issn.1672-9234.2021.01.010
Objective To explore the effects of problem-originated clinical medical curriculum based on interactive tool applied in the course of Medical Nursing. Methods Students in two classes of grade 2017 were selected by convenience sampling and randomly divided into the experimental group and control group. Students in the control group received PBL teaching method,while students in the experimental group received problem-originated clinical medical curriculum based on micro-teaching platform. After the intervention,the examination performance,the self-directed learning ability,and the scores of questionnaire survey was compared between the two groups. Results The overall score of the examination performance in the experimental group was(80.43±6.17) and it is higher than that of students in the control group(73.22±5.77)(P<0.05). After the intervention,the self-directed learning ability scores in the experimental group was(243.24±29.67),while it was(229.63±28.80) in the control group(P<0.05). The learning satisfaction scores in experimental group were higher than those in control group(P<0.05). Conclusion The problem-originated clinical medical curriculum based on microteaching platform applied in Medical Nursing can improve students' performance,self-directed learning ability and learning satisfaction.
Key words： Education,Nursing; Teaching Methods; Medical nursing; Blending teaching
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