外籍模拟患者活动在本科《多元文化与护理》课程教学中的应用
|
摘要
目的提高《多元文化与护理》课程教学效果。方法以33名涉外护理本科生作为研究对象,在《多元文化与护理》课程中增加15学时的外籍模拟患者教学活动,包括文化访谈、情景模拟视频拍摄等。结果教学结束后,护生课程考试成绩为(72.73±7.01)分;跨文化护理自我效能感3个分量表得分显著高于教学前(P<0.05,P<0.01),护生对增加外籍模拟患者教学活动的认同率为53.3%～83.3%。结论在本科护生《多元文化与护理》课程教学中增加外籍模拟患者活动,可有效保证教学效果,提高护生跨文化护理自信心。
Objective To improve the teaching outcomes of the course of Multicultural Nursing.Methods A total of 33 undergraduate nursing students were enrolled in this study and received teaching activities by employing foreign standardized patient in the course of Multicultural Nursing for 15 teaching hours,including cultural interview and videotaping of the simulated scenarios,etc.Results The examination score of the course was 72.73±7.01.The 3 dimension scores of transcultural nursing self-efficacy were significantly improved after the teaching(P<0.05,P<0.01).About 53.3% to 83.3% of the students gave positive feedbacks on the use of foreign standardized patient in the teaching.Conclusion The use of foreign standardized patient in the course of Multicultural Nursing effectively guarantees teaching effect and enhances students' transcultural nursing self-efficacy.
Objective To improve the teaching outcomes of the course of Multicultural Nursing.Methods A total of 33 undergraduate nursing students were enrolled in this study and received teaching activities by employing foreign standardized patient in the course of Multicultural Nursing for 15 teaching hours,including cultural interview and videotaping of the simulated scenarios,etc.Results The examination score of the course was 72.73±7.01.The 3 dimension scores of transcultural nursing self-efficacy were significantly improved after the teaching(P<0.05,P<0.01).About 53.3% to 83.3% of the students gave positive feedbacks on the use of foreign standardized patient in the teaching.Conclusion The use of foreign standardized patient in the course of Multicultural Nursing effectively guarantees teaching effect and enhances students' transcultural nursing self-efficacy.
引文
[1]王博雨.多元文化下的涉外护理领域的优质护理服务实践与体会[J].齐齐哈尔医学院学报,2014,35(2):277-278.
[2]张雪梅,丁福.涉外护理单元护士多元文化护理能力的培养[J].护理学杂志,2009,24(11):5-7.
[3]葛云云.护理专业大学生多元文化护理文化能力及文化敏感性研究[D].上海:第二军医大学,2006.
[4]钱嘉璐,张姮.315名本科护生多元文化能力水平的现状及影响因素分析[J].护理学报,2017,24(5):37-40.
[5]Gallagher R W,Polanin J R.A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students[J].Nurse Educ Today,2015,35(2):333-340.
[6]陈英,苏丽西,欧阳明月,等.多元文化护理教育国内外研究进展[J].内科,2014,9(1):76-78.
[7]施敏敏,曹梅娟.护理本科生文化能力培养的现状分析及对策[J].护理学杂志,2015,30(15):70-73.
[8]Jeffreys M R,Smodlaka I.Exploring the factorial composition of the transcultural self-efficacy tool[J].Int J Nurs Stud,1998,35(4):217-225.
[9]Giger J N,Davidhizar R.The Giger and Davidhizar Transcultural Assessment Model[J].J Transcult Nurs,2002,13(3):185-188.
[10]陈静,王怡君,彭幼清.跨文化护理自我效能量表(中文版)的修订[J].护理研究,2015,29(15):1811-1814.
[11]Jeffereys M R.Teaching cultural competence in nursing and health care[M].New York:Springer Publishing Company LLC,2010:63-82.
[12]Lim J,Downie J,Nathan P.Nursing students'self-efficacy in providing transcultural care[J].Nurse Educ Today,2004,24(6):428-434.
[13]袁华,李辉,陈立.以Campinha-Bacote文化能力模式开展多元文化护理课程改革[J].中国高等医学教育,2017(4):3-4.
[14]Shearer R,Davidhizar R.Using role play to develop cultural competence[J].J Nurs Educ,2003,42(6):273-276.(本文编辑王菊香)
[2]张雪梅,丁福.涉外护理单元护士多元文化护理能力的培养[J].护理学杂志,2009,24(11):5-7.
[3]葛云云.护理专业大学生多元文化护理文化能力及文化敏感性研究[D].上海:第二军医大学,2006.
[4]钱嘉璐,张姮.315名本科护生多元文化能力水平的现状及影响因素分析[J].护理学报,2017,24(5):37-40.
[5]Gallagher R W,Polanin J R.A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students[J].Nurse Educ Today,2015,35(2):333-340.
[6]陈英,苏丽西,欧阳明月,等.多元文化护理教育国内外研究进展[J].内科,2014,9(1):76-78.
[7]施敏敏,曹梅娟.护理本科生文化能力培养的现状分析及对策[J].护理学杂志,2015,30(15):70-73.
[8]Jeffreys M R,Smodlaka I.Exploring the factorial composition of the transcultural self-efficacy tool[J].Int J Nurs Stud,1998,35(4):217-225.
[9]Giger J N,Davidhizar R.The Giger and Davidhizar Transcultural Assessment Model[J].J Transcult Nurs,2002,13(3):185-188.
[10]陈静,王怡君,彭幼清.跨文化护理自我效能量表(中文版)的修订[J].护理研究,2015,29(15):1811-1814.
[11]Jeffereys M R.Teaching cultural competence in nursing and health care[M].New York:Springer Publishing Company LLC,2010:63-82.
[12]Lim J,Downie J,Nathan P.Nursing students'self-efficacy in providing transcultural care[J].Nurse Educ Today,2004,24(6):428-434.
[13]袁华,李辉,陈立.以Campinha-Bacote文化能力模式开展多元文化护理课程改革[J].中国高等医学教育,2017(4):3-4.
[14]Shearer R,Davidhizar R.Using role play to develop cultural competence[J].J Nurs Educ,2003,42(6):273-276.(本文编辑王菊香)