在基础护理课程中开展“任务驱动式”融合“汇报参与式”教学的实践研究
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摘要
目的探讨"任务驱动式"融合"汇报参与式"教学方法在基础护理教学中的应用效果。方法随机选取2016级护理专业中6个班作为试验组(n=200),6个班为对照组(n=200)。选取基础护理课程中《出入院护理》和《压疮护理》章节内容,试验组护生中开展"任务驱动式"融合"汇报参与式"教学,对照组班级接受传统教学方法。结果试验组学生对创新教学方法满意度较高;学生对2个章节的掌握程度也明显优于对照组,差异有统计学意义(t=3.858,P<0.01)。结论 "任务驱动式"融合"汇报参与式"教学方法使学生更好、更易接受新知识,调动学生学习的积极性,培养了沟通和解决问题的能力和协作精神,值得在高职护理专业的教学中推广应用。
Objective To study the practice effect of "task-driven" integrated with "reporting participatory" teaching method in fundamental nursing teaching. Methods Six classes from the 2016 nursing majors from School of Nursing and Health were randomly selected as trial group, and the other six classes as control group. The 2 chapters of "nursing care at admission, during hospitalization and at discharge" and "pressure sore care" in the fundamental nursing course were selected as teaching cases. Trial group developed task-driven integrated reporting participatory teaching method while control groups received regular teaching method. Results The students in trial group gave a high evaluation of "task-driven" integrated with "reporting participatory" teaching method, with a high degree of satisfaction. The mastery degree of the 2 chapters of trial group was significantly better than that of control group(t=3.858, P<0.01). Conclusion The "task-driven" integrated with "reporting participatory" teaching method makes it easier to accept and memorize new knowledge, arouses students' enthusiasm of learning while training, and develop abilities to communicate and to solve problems as well as improves collaborative spirit. So this innovative teaching method was worth promoting and applying in the teaching of higher vocational nursing.
Objective To study the practice effect of "task-driven" integrated with "reporting participatory" teaching method in fundamental nursing teaching. Methods Six classes from the 2016 nursing majors from School of Nursing and Health were randomly selected as trial group, and the other six classes as control group. The 2 chapters of "nursing care at admission, during hospitalization and at discharge" and "pressure sore care" in the fundamental nursing course were selected as teaching cases. Trial group developed task-driven integrated reporting participatory teaching method while control groups received regular teaching method. Results The students in trial group gave a high evaluation of "task-driven" integrated with "reporting participatory" teaching method, with a high degree of satisfaction. The mastery degree of the 2 chapters of trial group was significantly better than that of control group(t=3.858, P<0.01). Conclusion The "task-driven" integrated with "reporting participatory" teaching method makes it easier to accept and memorize new knowledge, arouses students' enthusiasm of learning while training, and develop abilities to communicate and to solve problems as well as improves collaborative spirit. So this innovative teaching method was worth promoting and applying in the teaching of higher vocational nursing.
引文
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[6] 陈烨,郑晓妮,刘丽波,等.参与式教学法对专科护生自我导向学习能力的影响[J].护理研究,2017,31(10):1244-1246.
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[10] 黄婉霞,张梅珍,贺艳,等.任务驱动教学法在儿科护理学实验教学中的应用评价[J].护理研究,2016,30(1):70-72.
[11] LAFLEUR A,LAFLAMME J,LEPPINK J,et al.Task Demands in OSCEs Influence Learning Strategies[J].Teach Learn Med,2017,29(3):286-295.
[12] 刘祚燕,张雪梅,陈茜,等.老年护理学本科课程教学改革研究[J].华西医学,2015,30(3):558-561.
[13] RUBIO M,SANCHEZ-RONCO M,MOHEDANO R,et al.The impact of participatory teaching methods on medical students' perception of their abilities and knowledge of epidemiology and statistics[J].PLoS One,2018,13(8):e0202769.
[2] 黄小娥,刘俊香,谭庆.任务驱动法在急救护理实训教学中的运用[J].吉林医学,2014,35(31):7061-7062.
[3] 桂金艳,廖琦.任务驱动教学法在护理教学中的应用现状[J].护理研究,2015,29(9):1035-1037.
[4] LAFLEUR A,COTE L,LEPPINK J.Influences of OSCE design on students' diagnostic reasoning[J].Med Educ,2015,49(2):203-214.
[5] 黄静,李春燕.将“参与式教学”应用于临床护理教学中的几点新思考[J].中华护理教育,2010,7(5):237-238.
[6] 陈烨,郑晓妮,刘丽波,等.参与式教学法对专科护生自我导向学习能力的影响[J].护理研究,2017,31(10):1244-1246.
[7] 黄娟,赵丽红,赵小平.分组汇报参与式教学法在护理管理教学中应用的效果[J].卫生职业教育,2015,33(4):111-112.
[8] GAL B,RUBIO M,IGLESIAS E,et al.Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses[J].PLoS One.2018,13(1):e0190173.
[9] 植娟,孙国珍.任务教学法在《手术室护理》教学中的应用[J].全科护理,2016,14(9):871-872.
[10] 黄婉霞,张梅珍,贺艳,等.任务驱动教学法在儿科护理学实验教学中的应用评价[J].护理研究,2016,30(1):70-72.
[11] LAFLEUR A,LAFLAMME J,LEPPINK J,et al.Task Demands in OSCEs Influence Learning Strategies[J].Teach Learn Med,2017,29(3):286-295.
[12] 刘祚燕,张雪梅,陈茜,等.老年护理学本科课程教学改革研究[J].华西医学,2015,30(3):558-561.
[13] RUBIO M,SANCHEZ-RONCO M,MOHEDANO R,et al.The impact of participatory teaching methods on medical students' perception of their abilities and knowledge of epidemiology and statistics[J].PLoS One,2018,13(8):e0202769.