基于临床体验的参与式教学在精神科护理教学中的应用
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摘要
目的探讨基于临床体验的参与式教学在精神科护理课堂教学中的应用效果。方法对2014级护理专业61名本科学生的精神科护理教学采用基于临床体验的参与式教学方法进行教学,并通过自设的教学效果评价问卷评价学生对精神科护理的学习兴趣及学习效果,同时在课程结束后通过开展座谈会的形式对教师教学效果进行评价。结果与传统教学方法相比,基于临床体验的参与式教学可更好地提高学生的学习兴趣和学习效果,各指标得分差异具有统计学意义(P<0.01),教师对该方法评价较好。结论基于临床体验的参与式教学能有效提高学生的学习兴趣和学习效果,并促进师资素质的提升。
Objective To evaluate the effects of participatory teaching based on clinical experience in the course of psychiatric nursing. Methods Participatory teaching based on clinical experience was applied in the course of psychiatric nursing among 61 undergraduate nursing students of grade 2014.The learning interests and teaching effects were assesseded through self-developed questionnaires. Interviews were conducted with the relevant staff to know the effects of the new teaching method. Results Compared with the traditional teaching methods, participatory teaching based on clinical experience could improve students' learning interests and teaching effects. All evaluation index were statistically significant(P<0.01). Teachers gave a good evaluation to the teaching method. Conclusion Participatory teaching based on clinical experience can effectively improve students' learning interests and effects.The new method can also improve teachers quality.
Objective To evaluate the effects of participatory teaching based on clinical experience in the course of psychiatric nursing. Methods Participatory teaching based on clinical experience was applied in the course of psychiatric nursing among 61 undergraduate nursing students of grade 2014.The learning interests and teaching effects were assesseded through self-developed questionnaires. Interviews were conducted with the relevant staff to know the effects of the new teaching method. Results Compared with the traditional teaching methods, participatory teaching based on clinical experience could improve students' learning interests and teaching effects. All evaluation index were statistically significant(P<0.01). Teachers gave a good evaluation to the teaching method. Conclusion Participatory teaching based on clinical experience can effectively improve students' learning interests and effects.The new method can also improve teachers quality.
引文
[1]陈时见,谢梦雪.参与式教学的形态特征与实施策略[J].西南大学学报(社会科学版),2016,42(6):91-95.
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[4]李菊芳,涂海霞,陈海燕,等.小组协作互动学习在精神科护理学中的应用[J].护理学杂志,2013,28(7):57-58.
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[10]焦静,张晓静,吴欣娟,等.体验式教学法在新人职护士临床沟通能力培训中的应用[J].上海护理,2017,17(6):78-80.
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[13]李小平,岑慧红,肖爱祥,等.基于情景的角色扮演法在精神科护理实践教学中的应用[J].卫生职业教育,2013,31(5):81-82.
[14]周澄蓓,阮雅烨,皮如玉,等.以团队为基础的学习在加拿大医学教育中的应用及启示[J].中华医学教育探索杂志,2016,15(12):1196-1200.
[2]陈华.参与式教学法的原理、形式与应用[J].中山大学学报论丛,2001,21(6):159-161.
[3]沈玮.心理情景剧教学法在《精神科护理学》教学中的应用[J].护理研究,2014,28(2A):1308-1310.
[4]李菊芳,涂海霞,陈海燕,等.小组协作互动学习在精神科护理学中的应用[J].护理学杂志,2013,28(7):57-58.
[5]张蓉.体验式教学模式浅析[J].四川教育学院学报,2006,22(6):63-64.
[6]吕文艳.多元教学法在精神科护理教学中的应用与效果研究[J].中华护理教育,2014,11(7):506-507.
[7]刘哲宁,许冬梅,雷慧,等.精神科护理学[M].3版.北京:人民卫生出版社,2013.
[8]杨玉美,王丽波,李艳双,等.层次分析法构建本科实习护生核心能力评价指标体系[J].护理学杂志,2015,30(2):63-68.
[9]杨玉美,王丽波,李艳双,等.本科实习护生核心能力研究进展[J].中华现代护理杂志,2014,20(29):3777-3779.
[10]焦静,张晓静,吴欣娟,等.体验式教学法在新人职护士临床沟通能力培训中的应用[J].上海护理,2017,17(6):78-80.
[11]赵远莲,江智霞,吴永清,等.体验式教学在急危重症护理学中的应用[J].中华护理杂志,2011,46(11):1100-1102.
[12]邱志军.高职护理科研设计课程的混合教学模式构建[J].中华护理教育,2016,13(10):728-732.
[13]李小平,岑慧红,肖爱祥,等.基于情景的角色扮演法在精神科护理实践教学中的应用[J].卫生职业教育,2013,31(5):81-82.
[14]周澄蓓,阮雅烨,皮如玉,等.以团队为基础的学习在加拿大医学教育中的应用及启示[J].中华医学教育探索杂志,2016,15(12):1196-1200.