任务驱动教学法在护士哀伤辅导培训中的应用
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摘要
目的探讨任务驱动教学法在护士哀伤辅导培训中的应用效果。方法将146名护士随机分为两组,70名护士作为观察组,76名护士作为对照组,分别采用任务驱动教学法和传统教学法进行培训教学。比较两组护士培训前、后哀伤辅导水平及两组护士对教学方法的评价。结果培训后两组护士哀伤辅导评分高于培训前,但观察组哀伤辅导水平显著高于对照组,观察组对教学方法的评价显著高于对照组(P <0. 05,P <0. 01)。结论任务驱动教学法对护士哀伤辅导培训有积极作用,教学效果好。
Objective To explore the effect of applying task-driven teaching method in grief counseling training for nurses. Methods A total of 146 nurses were randomized into 2 groups: the observation group( n = 70) received grief counseling training with task-driven teaching method,while the control group( n = 76) received the training with traditional teaching method. The levels of grief counseling were measured before and after the training and compared between the 2 groups. Nurses' appraisal of the training me-thods they received were also compared by groups. Results After training,nurses in the the two groups all had higher levels of grief counseling than before,with the observation group reaching higher levels than the control group( P < 0. 05,P < 0. 01). The former also gave more positive feedbacks regarding the teaching method than the latter( P < 0. 05,P < 0. 01). Conclusion Task-driven teaching played a positive role in grief counseling training,and attained better teaching effect.
Objective To explore the effect of applying task-driven teaching method in grief counseling training for nurses. Methods A total of 146 nurses were randomized into 2 groups: the observation group( n = 70) received grief counseling training with task-driven teaching method,while the control group( n = 76) received the training with traditional teaching method. The levels of grief counseling were measured before and after the training and compared between the 2 groups. Nurses' appraisal of the training me-thods they received were also compared by groups. Results After training,nurses in the the two groups all had higher levels of grief counseling than before,with the observation group reaching higher levels than the control group( P < 0. 05,P < 0. 01). The former also gave more positive feedbacks regarding the teaching method than the latter( P < 0. 05,P < 0. 01). Conclusion Task-driven teaching played a positive role in grief counseling training,and attained better teaching effect.
引文
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[13]Harden R M,Crosby J,Davis M H,et al.Task-based learning:the answer to integration and problem-based learning in the clinical years[J].Med Educ,2000,34(5):391-397.
[14]冯忠良.教育心理学[M].北京:人民教育出版社,2004:395-396.
[15]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):594-596.
[16]李杨,张欢,黄宝延,等.合作学习在护理本科临床专业课教学中的应用[J].中华护理教育,2015,12(1):25-27.
[2]Prigerson H G,Horowitz M J,Jacobs S C,et al.Prolonged grief disorder:psychometric validation of criteria proposed for DSM-V and ICD-11[J].PLo S Med,2009,6(8):119-121.
[3]袁乐欣,周英.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(2):31-33.
[4]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.
[5]肖桂华.PBL+LBL双轨教学在大专《妇产科护理学》理论教学中的应用研究[D].成都:成都中医药大学,2016.
[6]沈爱凤,韩学芹.职业教育中“任务驱动式”教学模式的探讨与应用[J].职教论坛,2016(2):46-49.
[7]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.
[8]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):594-596.
[9]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.
[10]郑晓江.守望心灵关怀生命---对“5·12”地震丧亲者的心理救助与生命教育(上)[J].中国减灾,2011(6):32-33.
[11]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.
[12]路雪芹,白琴.开展本土化临终关怀面临的问题与挑战[J].中国老年学杂志,2007,27(3):299-300.
[13]Harden R M,Crosby J,Davis M H,et al.Task-based learning:the answer to integration and problem-based learning in the clinical years[J].Med Educ,2000,34(5):391-397.
[14]冯忠良.教育心理学[M].北京:人民教育出版社,2004:395-396.
[15]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):594-596.
[16]李杨,张欢,黄宝延,等.合作学习在护理本科临床专业课教学中的应用[J].中华护理教育,2015,12(1):25-27.