以案例为引导的研讨会教学模式对优化《外科护理学》教学效果的研究
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摘要
目的探讨以案例为引导的研讨会(Seminar)教学模式对外科护理学教学的效果,为改革护理教学模式,优化护理教学效果进一步积累经验。方法将2013级护理专业的学生分为对照组和实验组,每组各65人,2组基本信息差异无统计学意义(均P> 0. 05),对照组采用传统护理教学方法,以教师为主导进行理论授课和操作演示;实验组采用以案例为引导的Seminar教学模式,课前阶段,教师整合教学内容,确定讨论主题,设置特定情景,编制典型教学案例;课堂阶段,老师介绍主题,学生报告、讨论;课后阶段,教师总结,完善教学效果。课程结束后,比较2组的专业理论考核成绩、评判性思维能力和自主学习能力得分情况,所有数据采用SPSS 22. 0统计软件进行统计学处理。结果实验组专业理论考核成绩优于对照组(P <0. 05)。实验组的寻找真相、分析能力、评判性思维的自信心、求知欲、认知成熟度这5个维度的得分及中文版评判性思维能力测量表总分高于对照组(均P <0. 05),实验组学习动机、自我管理、学习合作、信息素质及量表总分高于对照组(均P <0. 05)。结论以案例为引导的研讨会(Seminar)教学模式可以提高护理专业学生的外科护理学理论考核成绩,对提高其评判性思维能力及自主学习能力有一定的促进作用。
Objective To explore the effect of case-led seminar teaching pattern on surgical nursing teaching,and to accumulate experience for reforming nursing teaching mode and optimizing nursing teaching effect. Methods The subjects were divided into control group and experimental group with 65 people in each group. There was no significant difference in basic information between the two groups( all P > 0. 05). The control group adopted traditional nursing teaching method,and conducted theoretical teaching and operation demonstration with teachers as the leading factor. The experimental group adopts case-led seminar teaching pattern. In the pre-class stage,the teachers integrate the teaching content,determine the topic of discussion,set specific scenarios,and compile typical teaching cases; in the classroom stage,teachers introduce the theme while students report and discuss; in post-class stage,teachers summarize and improve the teaching effect. At the end of the course,the scores of professional theory examination,critical thinking ability and autonomous learning ability were compared between the two groups. All the data were analyzed by SPSS 22. 0. Results The test scores of the experimental group were better than those of the control group( P < 0. 05). The scores of truth-seeking,analytical ability,critical thinking self-confidence,curiosity and cognitive maturity in the experimental group were higher than those in the control group( all P < 0. 05). Conclusion Seminar teaching mode guided by cases can improve the theoretical examination results of surgical nursing of nursing students,and can promote their critical thinking ability and self-learning ability.
Objective To explore the effect of case-led seminar teaching pattern on surgical nursing teaching,and to accumulate experience for reforming nursing teaching mode and optimizing nursing teaching effect. Methods The subjects were divided into control group and experimental group with 65 people in each group. There was no significant difference in basic information between the two groups( all P > 0. 05). The control group adopted traditional nursing teaching method,and conducted theoretical teaching and operation demonstration with teachers as the leading factor. The experimental group adopts case-led seminar teaching pattern. In the pre-class stage,the teachers integrate the teaching content,determine the topic of discussion,set specific scenarios,and compile typical teaching cases; in the classroom stage,teachers introduce the theme while students report and discuss; in post-class stage,teachers summarize and improve the teaching effect. At the end of the course,the scores of professional theory examination,critical thinking ability and autonomous learning ability were compared between the two groups. All the data were analyzed by SPSS 22. 0. Results The test scores of the experimental group were better than those of the control group( P < 0. 05). The scores of truth-seeking,analytical ability,critical thinking self-confidence,curiosity and cognitive maturity in the experimental group were higher than those in the control group( all P < 0. 05). Conclusion Seminar teaching mode guided by cases can improve the theoretical examination results of surgical nursing of nursing students,and can promote their critical thinking ability and self-learning ability.
引文
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[11]张红丽,孔德娟.案例式PBL教学法在白血病专科临床护理实习中的应用[J].中国医院管理,2016,36(12):82-83.
[12]王碧红. Seminar联合案例教学法在急救护理教学中的应用[J].卫生职业教育,2017,35(23):46-47.
[13] FELTON A,COOK J,ANTHONY R. Evaluating a co-facilitation approach to service user and carer involvement in undergraduate nurse education[J]. Nurs Stand,2018,32(20):47-54.
[14] ALLEY W D,BURNS C,HARTMAN N D,et al. 3 for the Price of 1:Teaching chest pain risk stratification in a multidisciplinary,problembased learning workshop[J]. West J Emerg Med,2018,19(3):613-618.
[15] ROSS J G,BURRELL S A. Standardized patient simulation to facilitate learning in evidence-based oncology symptom management[J]. J Nurs Educ,2018,57(4):250-253.
[16]许商成,李敏,张蕾,等.以案例为引导的Seminar教学模式在军事作业医学中的应用[J].中国医药导报,2017,14(34):114-116.
[2]张肖,肖越勇.“PBL-Seminar”教学模式在介入放射专业人才培训中的应用与实践[J].中国介入影像与治疗学,2016,13(4):254-256.
[3]游小苇.案例教学、合作学习法在大专临床康复学课程中的应用[J].中国康复医学杂志,2016,31(4):465-466.
[4]贾雪,曾雯,张琴,等. Seminar教学法与传统讲授教学法对国内临床医学生教学效果的系统评价[J].华西医学,2018,33(3):332-338.
[5]梁沛枫,潘东峰,梁诗颂,等.临床医学生评判性思维能力及其与临床考试成绩的相关性研究[J].重庆医学,2017,46(27):3848-3850.
[6]吕扬,高凤莉.系统化评估与风险预判培训对提高护士评判性思维能力的效果评价[J].中华护理杂志,2016,51(2):186-189.
[7]毛虹羽,姜安丽.护理专业学生自主学习能力量表常模的构建[J].解放军护理杂志,2016,33(6):13-17.
[8]李莉,赵莉.运用思维导图培养本科护生自主学习能力的研究[J].中国现代医学杂志,2016,26(9):89-92.
[9] SHENOY G M,DRAGAN I F,PAGNI S,et al. Factors associated with evidence-based clinical questions presented in a vertically integrated seminar series at a U. S. Dental school[J]. J Dent Educ,2018,82(6):625-629.
[10]张全英,李琼,朱玉花,等. Seminar模式在护士规范化培训中的应用[J].中国继续医学教育,2016,8(17):5-7.
[11]张红丽,孔德娟.案例式PBL教学法在白血病专科临床护理实习中的应用[J].中国医院管理,2016,36(12):82-83.
[12]王碧红. Seminar联合案例教学法在急救护理教学中的应用[J].卫生职业教育,2017,35(23):46-47.
[13] FELTON A,COOK J,ANTHONY R. Evaluating a co-facilitation approach to service user and carer involvement in undergraduate nurse education[J]. Nurs Stand,2018,32(20):47-54.
[14] ALLEY W D,BURNS C,HARTMAN N D,et al. 3 for the Price of 1:Teaching chest pain risk stratification in a multidisciplinary,problembased learning workshop[J]. West J Emerg Med,2018,19(3):613-618.
[15] ROSS J G,BURRELL S A. Standardized patient simulation to facilitate learning in evidence-based oncology symptom management[J]. J Nurs Educ,2018,57(4):250-253.
[16]许商成,李敏,张蕾,等.以案例为引导的Seminar教学模式在军事作业医学中的应用[J].中国医药导报,2017,14(34):114-116.