情境资源在中医院校护理专业人际沟通教学中的应用研究
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摘要
目的:探讨情境资源教学在中医院校护理专业人际沟通课程中的应用效果。方法:采取整群抽样法,从湖南中医药大学2017级护理专业本科生中抽取两个班。其中一个班作为试验组(171人),采用情境资源教学;另一个班作为对照组(173人),采用常规教学。课程结束后,通过课堂调查问卷、护患沟通情景剧两种方式评价学生学习效果。结果:试验组学生问卷同意率均高于对照组,护患沟通情景剧得分高于对照组,差异均有统计学意义(P<0.05)。结论:情境资源教学可以激发中医院校护生学习积极性,有利于将理论与实践结合,教学效果优于常规教学法。
Objective:To evaluate the outcomes of teaching with situational resources in the course of nursing interpersonal communication. Method: Two classes of nursing undergraduate students in our school were selected from grade 2017, one class as the experimental group was given the situational resources teaching(171 cases), the other as the control group was given traditional teaching(173 cases). After teaching, the two groups' score of questionnaire, nurse patient communication performance were compared. Results: The results of questionnaires showed that the rate of consent in the experimental group was higher than the control group. The results of nurse patient communication performance showed that the score of the experimental group were higher than the control group. The difference was statistically significant(P<0.05). Conclusion: Situational resource teaching can stimulate the learning enthusiasm of nursing students in TCM colleges and universities, help to combine theory with practice, and the teaching effect is better than conventional teaching method.
Objective:To evaluate the outcomes of teaching with situational resources in the course of nursing interpersonal communication. Method: Two classes of nursing undergraduate students in our school were selected from grade 2017, one class as the experimental group was given the situational resources teaching(171 cases), the other as the control group was given traditional teaching(173 cases). After teaching, the two groups' score of questionnaire, nurse patient communication performance were compared. Results: The results of questionnaires showed that the rate of consent in the experimental group was higher than the control group. The results of nurse patient communication performance showed that the score of the experimental group were higher than the control group. The difference was statistically significant(P<0.05). Conclusion: Situational resource teaching can stimulate the learning enthusiasm of nursing students in TCM colleges and universities, help to combine theory with practice, and the teaching effect is better than conventional teaching method.
引文
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[9]李平.盆底功能障碍康复治疗患者对护士人文关怀的需求调査分析[J].中国卫生产业,2016,13(6):43-45.
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[11] Fakhr-Movahedi A, Salsali M, Negarandeh R, et al.Exploring contextual factors of the nurse-patient relationship:A qualitative study[J].Koomesh,2011,13(1):23-24.
[12] Aneil Malhotra, Ian Gregory, Emily Darvill, et al.Mind the gap:Learners’perspectives world[J].Patient Education and Counseling,2009,76(3):385-390.
[13]龚玲玲.案例教学法在护理专业人际沟通教学中的应用[J].菏泽医学专科学校学报,2014,14(4):362,382.
[2] Notzer N,Abramovitch H,Dado-harari R,et al. Medical students'ethical,legal and cross-cultural experiences during their clinical studies[J].Isr Med Assoc J,2005,7(1):58-61.
[3]赵国光,张红宇,杜淑英,等.案例教学法在《医患沟通学》见习中的应用研究[J].中国病案,2015,16(8):84-86.
[4] Geoff Wong,Trisha Greenhalgh,Ray Pawson. Internetbased medical education:a realist review of what works,for whom and in what circumstances[J].BMC Medical Education,2010,10(12):1-11.
[5] Alant E,Dada S. Group learning on the web[J].Int J Educ Dev,2005(25):305-316.
[6] Boulos M N,Taylor A D,Breton A. A synchronous communication experiment within an online distance learning program:a case study[J].Telemed J E Health,2005(11):583-593.
[7] Bowe C M,Voss J,Thomas Aretz H. Case method teaching:an effective approach to integrate the basic and clinical sciences in the preclinical medical curriculum[J].Med Teach,2009,31(9):834-841.
[8]李领.案例教学法在《基础护理学》实验教学中的应用[D].福州:福建医科大学,2012.
[9]李平.盆底功能障碍康复治疗患者对护士人文关怀的需求调査分析[J].中国卫生产业,2016,13(6):43-45.
[10]高兴莲,胡娟娟,杨英,等.手术患者人性关怀护理需求调查分析[J].护理学杂志,2012,27(20):17-19.
[11] Fakhr-Movahedi A, Salsali M, Negarandeh R, et al.Exploring contextual factors of the nurse-patient relationship:A qualitative study[J].Koomesh,2011,13(1):23-24.
[12] Aneil Malhotra, Ian Gregory, Emily Darvill, et al.Mind the gap:Learners’perspectives world[J].Patient Education and Counseling,2009,76(3):385-390.
[13]龚玲玲.案例教学法在护理专业人际沟通教学中的应用[J].菏泽医学专科学校学报,2014,14(4):362,382.