临床护理课程整合下小组焦点式实践教学研究
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摘要
目的探讨小组焦点式教学法在临床护理整合课程实践教学中的应用及效果。方法将142名护理本科第4学年学生按整群抽样分为干预组和对照组各71名,在临床护理课程整合下,干预组于消化、内分泌、血液系统见习及胸腔闭式引流护理等实训课程中实施小组焦点式教学,对照组采取传统见习及实训教学。结果干预组实践考核总分及各项目成绩显著高于对照组(均P<0.01);干预组对教学满意度总体评分及除"实践教学环境"外的各维度评分均显著优于对照组(P<0.05,P<0.01)。结论小组焦点式实践教学法有助于培养学生良好的素质和能力,是课程整合下实践教学相适宜的教学方法。
Objective To explore the effectiveness of focus group methodology in practical teaching under nursing curriculum integration.Methods A total of 142 undergraduate nursing students in the fourth academic year were selected using cluster sampling method and were randomized into an intervention group and a control group,with 71 in each group.Focus group methodology was employed for the intervention group when students studied in departments of digestive diseases,endocrinology and hematology clerkship,and when they practiced thoracic drainage.Conventional teaching was given for the control group.Results The intervention group obtained significantly higher scores in practice tests than the control group(P<0.01 for all).Moreover,students in the intervention group were more satisfied with the teaching except the subscale of practice teaching environment compared to their counterparts(P<0.05,P<0.01).Conclusion The use of focus group methodology in practical teaching under nursing curriculum integration can enhance students′quality and capability.
Objective To explore the effectiveness of focus group methodology in practical teaching under nursing curriculum integration.Methods A total of 142 undergraduate nursing students in the fourth academic year were selected using cluster sampling method and were randomized into an intervention group and a control group,with 71 in each group.Focus group methodology was employed for the intervention group when students studied in departments of digestive diseases,endocrinology and hematology clerkship,and when they practiced thoracic drainage.Conventional teaching was given for the control group.Results The intervention group obtained significantly higher scores in practice tests than the control group(P<0.01 for all).Moreover,students in the intervention group were more satisfied with the teaching except the subscale of practice teaching environment compared to their counterparts(P<0.05,P<0.01).Conclusion The use of focus group methodology in practical teaching under nursing curriculum integration can enhance students′quality and capability.
引文
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[2]程梅,郝玉玲,王兴华,等.以系统为基础的内外科护理学课程整合实践[J].护理学杂志,2011,26(17):71-73.
[3]Juha N,Pekka S,Kirsti L.On the relationship between group functioning and study success in problem-based learning[J].Med Educ,2006,40(1):64-71.
[4]单天明.七年制和五年制学生对医学教育环境满意度的比较研究[J].西北医学教育,2005,13(3):229-231.
[5]喻穹,张太生.掌握学习规律,提高学习效率——桑代克学习规律理论的启示[J].湖南第一师范学报,2003,3(2):76-78.
[6]李小寒,于艳秋.桑代克学习理论在《护理学基础》教学中的应用[J].护理学杂志,2001,16(5):312-314.
[7]左璜,黄甫全.国外同伴互助学习的研究进展与前瞻[J].外国教育研究,2010,37(4):53-59.
[8]Goldsmith M,Stewart L,Ferguson L.Peer learning partnership:an innovative strategy to enhance skill acquisition in nursing students[J].Nurse Educ Today,2006,26(2):123-130.
[9]苏银花,赵玲,王蓉,等.同伴互助学习在《护理学基础》实践教学中的应用效果[J].解放军护理杂志,2013,30(16):65-67.