哀伤辅导课程的设计与实施
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摘要
目的基于Fink课程设计模式设计哀伤辅导课程并探讨其实施效果。方法基于Fink课程设计模式设计满足实际需求的哀伤辅导课程,在基层医院以继续教育培训形式进行实施,应用哀伤辅导认知现状的调查问卷和课程反馈问卷进行调查。结果课程实施前后护士哀伤辅导态度、技能、知识得分均有提高(P<0.05);护士对该课程有较高的认可度。结论基于Fink课程设计模式的哀伤辅导课程具有科学性、实用性,有效地促进了护士面对哀伤者态度的正向改变,提高了其哀伤辅导知识及技能水平,教学效果认可度高。
Objective To explore the effects of a new grief counseling course designed for nurses. Methods Fink model was used to design the course of grief counseling for nurses. Then the course was delivered to the nurses of a primary hospital. The survey was conducted by using the questionnaire of cognitive status and the feedback of the grief counseling course. Results Before and after the course,the scores of knowledge,attitude,and skill regarding grief counseling of nurses were greatly improved(P<0.05). Nurses accepted the course well. Conclusion The grief counseling course is scientific and practical. It can improve the attitude of nurses when they are facing a client with great grief. Besides,it can increase the knowledge level and skills of nurses for grief counseling.
Objective To explore the effects of a new grief counseling course designed for nurses. Methods Fink model was used to design the course of grief counseling for nurses. Then the course was delivered to the nurses of a primary hospital. The survey was conducted by using the questionnaire of cognitive status and the feedback of the grief counseling course. Results Before and after the course,the scores of knowledge,attitude,and skill regarding grief counseling of nurses were greatly improved(P<0.05). Nurses accepted the course well. Conclusion The grief counseling course is scientific and practical. It can improve the attitude of nurses when they are facing a client with great grief. Besides,it can increase the knowledge level and skills of nurses for grief counseling.
引文
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[2]Prigerson HG,Horowitz MJ,Jacobs SC,et al.Prolonged grief deisorder:psychometric validation of criteria proposed for DSM-V and ICD-ll[J].PLoS Med,2009,6(8):e1000121.
[3]袁乐欣,周英,唐秋碧,等.香港哀伤辅导的发展及对中国大陆的启示[J].医学与哲学,2016,37(2A):31-33.
[4]崔芳芳,李秋芳,赵毛妮.国内外哀伤辅导的研究进展[J].中华护理教育,2017,14(11):872-876.
[5]张婷,邹金梅,张烃,等.护士哀伤辅导需求现状及影响因素分析[J].护理学杂志,2018,33(5):75-77.
[6]迪·芬克,李康.大学课程设计自学指南:如何设计课程以促进意义深远的学习[J].复旦教育论坛,2008,6(1):72-80.
[7]Fink LD.Creating significant learning experiences:an integrated approach to designing college courses[M].2 nd.San Francisco,CA:Jossey-Bass,2013:3-27.
[8]李婷婷.政法类专业大学英语后续课程设计初探-基于Fink的课程综合性设计模式[J].广东技术师范学院学报,2016,37(6):124-132.
[9]陈赟,谢宇锋,钟印芹,等.基于Fink课程模式构建中医医院新入职护士全周期人才培养体系的初探[J].中国实用护理杂志,2017,33(18):1430-1433.
[10]高利明.教学设计:要素分析及设计模式比较[J].现代远程教育研究,2005(2):12-16,71.
[11]李领,姜小鹰.案例教学法课堂教学质量评价量表的研制[J].中华护理教育,2012,9(5):195-197.
[12]褚青康,李延玲.项目引导与任务驱动教学法在内科护理学教学中的应用研究[J].中华护理教育,2014,11(8):594-597.
[13]汪芝碧,邓辉,谭严.任务驱动教学法在急救护理学教学中的应用[J].护理学杂志,2009,24(5):65-66.
[14]杨俏兰,骆丽君.粤港两地部分急诊科医护人员对哀伤关顾认识的调查分析[J].现代临床护理,2012,11(5):3-5.
[15]桂金艳,廖琦.任务驱动教学法在护理教学中的应用现状[J].护理研究,2015,29(3C):1035-1037.
[2]Prigerson HG,Horowitz MJ,Jacobs SC,et al.Prolonged grief deisorder:psychometric validation of criteria proposed for DSM-V and ICD-ll[J].PLoS Med,2009,6(8):e1000121.
[3]袁乐欣,周英,唐秋碧,等.香港哀伤辅导的发展及对中国大陆的启示[J].医学与哲学,2016,37(2A):31-33.
[4]崔芳芳,李秋芳,赵毛妮.国内外哀伤辅导的研究进展[J].中华护理教育,2017,14(11):872-876.
[5]张婷,邹金梅,张烃,等.护士哀伤辅导需求现状及影响因素分析[J].护理学杂志,2018,33(5):75-77.
[6]迪·芬克,李康.大学课程设计自学指南:如何设计课程以促进意义深远的学习[J].复旦教育论坛,2008,6(1):72-80.
[7]Fink LD.Creating significant learning experiences:an integrated approach to designing college courses[M].2 nd.San Francisco,CA:Jossey-Bass,2013:3-27.
[8]李婷婷.政法类专业大学英语后续课程设计初探-基于Fink的课程综合性设计模式[J].广东技术师范学院学报,2016,37(6):124-132.
[9]陈赟,谢宇锋,钟印芹,等.基于Fink课程模式构建中医医院新入职护士全周期人才培养体系的初探[J].中国实用护理杂志,2017,33(18):1430-1433.
[10]高利明.教学设计:要素分析及设计模式比较[J].现代远程教育研究,2005(2):12-16,71.
[11]李领,姜小鹰.案例教学法课堂教学质量评价量表的研制[J].中华护理教育,2012,9(5):195-197.
[12]褚青康,李延玲.项目引导与任务驱动教学法在内科护理学教学中的应用研究[J].中华护理教育,2014,11(8):594-597.
[13]汪芝碧,邓辉,谭严.任务驱动教学法在急救护理学教学中的应用[J].护理学杂志,2009,24(5):65-66.
[14]杨俏兰,骆丽君.粤港两地部分急诊科医护人员对哀伤关顾认识的调查分析[J].现代临床护理,2012,11(5):3-5.
[15]桂金艳,廖琦.任务驱动教学法在护理教学中的应用现状[J].护理研究,2015,29(3C):1035-1037.