收稿日期: 2018-12-12
网络出版日期: 2019-05-30
基金资助
天津医科大学卓越教师教学研究基金(TYZY201810)
The effects of blended teaching on clinical communication ability of undergraduates in nursing
Received date: 2018-12-12
Online published: 2019-05-30
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。
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 . DOI: 10.3761/j.issn.1672-9234.2019.05.002
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.
| [1] | 丁欢, 焦文娟 . 本科实习护生沟通能力及其影响因素调查与分析[J]. 齐鲁护理杂志, 2017,23(3):36-37. |
| [2] | 张黎, 孙志宏, 严复存 . 浅谈护患沟通技巧在维护护患关系中的作用[J]. 中国卫生产业, 2018,15(15):58-59. |
| [3] | Shafakhah M, Zarshenas L, Sharif F , et al. Evaluation of nursing students’ communication abilities in clinical courses in hospitals[J]. Glob J Health Sci, 2015,7(4):323-328. |
| [4] | 陈杭健, 陈京立, 李玉玲 . 护理专业实习生对临床能力培养的需求研究[J]. 中华护理教育, 2014,11(7):485-488. |
| [5] | 刘晓琦, 岳立萍 . 本专科护生护患沟通能力调查与分析[J]. 中国高等医学教育, 2015(8):25-26. |
| [6] | 周晓平, 罗颖, 杜娜 , 等. 共情教育在护理专业学生临床沟通能力培养中的应用体会[J]. 中国继续医学教育, 2018,10(31):42-44. |
| [7] | 何静, 方一芳 . Seminar教学法在本科护生临床沟通教学中的应用与评价[J]. 护理实践与研究, 2018,15(4):112-114. |
| [8] | 杨敏, 杨彩燕, 闫浩云 , 等. 体验式教学法在护生沟通能力培养中的探索与实践[J]. 中国高等医学教育, 2018(3):121-122. |
| [9] | 杨芳宇, 沈宁, 李占江 . 护生临床沟通能力测评量表的初步编制[J]. 中华现代护理杂志, 2010,16(31):3721-3724. |
| [10] | Shang F, Liu CY . Blended learning in medical physiology improves nursing students’ study efficiency[J]. Adv Physiol Educ, 2018,42(4):711-717. |
| [11] | 吕岩岩, 李铮 . 基于Moodle的混合式学习在妇产科护理学教学中的应用[J]. 中国高等医学教育, 2017(7):123-124. |
| [12] | Shorey S, Siew AL, Ang E . Experiences of nursing undergraduates on a redesigned blended communication module:a descriptive qualitative study[J]. Nurse Educ Today, 2018,61:77-82. |
| [13] | 李虹毓, 于方, 隋树杰 . 翻转课堂在护理人际沟通中的应用研究[J]. 中华护理教育, 2016,13(10):752-754. |
| [14] | Tayem YI, Altabtabaei AS, Mohamed MW , et al. Competence of medical students in communicating drug therapy:value of role-play demonstrations[J]. Indian J Pharmacol, 2016,48(1):37-41. |
| [15] | Shorey S, Kowitlawakul Y, Devi MK , et al. Blended learning pedagogy designed for communication module among undergraduate nursing students:a quasi-experimental study[J]. Nurse Educ Today, 2018,61:120-126. |
| [16] | Kong L, Liu Y, Li G , et al. Resilience moderates the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students:a structural equation model analysis[J]. Nurse Educ Today, 2016,46:64-68. |
| [17] | 肖红, 张晶 . 案例教学在护理专业助产方向课程中的应用[J]. 中华护理教育, 2018,15(12):907-911. |
| [18] | 安晓妤 . 角色表演在护理礼仪与人际沟通教学中的应用[J]. 内蒙古中医药, 2013,32(29):115-116. |
| [19] | Dungey GM, Neser HA . Radiation therapy students’ perceptions of their learning from participation in communication skills training:an innovative approach[J]. J Med Radiat Sci, 2017,64(2):138-145. |
| [20] | Deane WH, Fain JA . Incorporating Peplau’s theory of interpersonal relations to promote holistic communication between older adults and nursing students[J]. J Holist Nurs, 2016,34(1):35-41. |
/
| 〈 |
|
〉 |