护理学专业文理科生解剖学课程学习效果比较
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摘要
目的:探讨护理学专业文理科生在解剖学课程学习中的差异性。方法:选取皖南医学院2016级和2017级护理学本、专科学生为研究对象,通过解剖学课程的综合性评价体系对其学习效果进行比较分析。结果:2016级本科、2017级本专科的理科生的期末总评成绩均高于文科生(P<0.05)。从分数的分布区域观察发现,两个年级本科的理科生不及格人数比例均低于文科生,优秀人数比例均高于文科生(P<0.05),而专科的分数分布区域差异无统计学意义(P>0.05)。结论:护理学专业文理科生在解剖学课程的学习上存在差异,提示解剖学教师需在"教"和"学"两方面进行改革和创新,从而提高文科生的学习效果。
Objective: To observe the outcomes in anatomy course study in nursing students with educational background of arts and science.Methods:Study subjects consisted of nursing undergraduates and junior college students enrolled in 2016 and 2017 in our college,and their learning outcomes were comprehensively evaluated.Results: Average final-term scoring was higher in undergraduates and junior college students with educational background of science than those with that of arts( P<0. 05).By scoring distribution,fewer undergraduates and junior college students with educational background of science failed in the examination,and more students were excellent compared to their counterparts enrolled in 2016 and 2017( P< 0. 05). Yet the difference was insignificant in junior college students with educational background of either arts or science( P>0. 05).Conclusion: Nursing students with educational background of arts or science are different in the outcomes in learning anatomy,suggesting that teachers should pay attention to difference by tailored teaching plan in order to improve the learning efficiencies for students with educational background of arts.
Objective: To observe the outcomes in anatomy course study in nursing students with educational background of arts and science.Methods:Study subjects consisted of nursing undergraduates and junior college students enrolled in 2016 and 2017 in our college,and their learning outcomes were comprehensively evaluated.Results: Average final-term scoring was higher in undergraduates and junior college students with educational background of science than those with that of arts( P<0. 05).By scoring distribution,fewer undergraduates and junior college students with educational background of science failed in the examination,and more students were excellent compared to their counterparts enrolled in 2016 and 2017( P< 0. 05). Yet the difference was insignificant in junior college students with educational background of either arts or science( P>0. 05).Conclusion: Nursing students with educational background of arts or science are different in the outcomes in learning anatomy,suggesting that teachers should pay attention to difference by tailored teaching plan in order to improve the learning efficiencies for students with educational background of arts.
引文
[1]包戈华,张来平,张龙梅,等.护理高专文理科学生学业成绩及学习能力分析[J].陇东学院学报,2017,28(1):122-126.
[2]李丽.口腔专业文理科学生医学基础课合班教学的成绩分析[J].科技创新报,2016(10):119-120.
[3]张美超,陆爱桃,高敏,等.合取谬误的情绪唤醒机制:文理科生间的差异比较[J].心理研究,2015,8(4):30-35.
[4]朱林楠,何雪梅,何泳菲,等.护理专业文理科学生学习能力的对比研究[J].护理研究,2014,28(8):2976-2977.
[5]WILHELMSSON N,DAHLGREN LO,HULT H,et al.The anatomy of learning anatomy[J].Adv Health Sci Educ Theory Pract,2010,15(2):153-165.
[6]BERGMAN EM,DE BRUIN AB,HERRLER A,et al.Students'perceptions of anatomy across the undergraduate problem-based learning medical curriculum:a phenomenographical study[J].BMC Med Educ,2013,13:152-162.
[7]吴锋,李怀斌,赵健,等.解剖学思维导图应用于护理专业脉管系统的教学体会[J].医学理论与实践,2016,29(17):3147-3148.
[8]WASEEM N,ERAKY MA,IQBAL K.Why do medical students forget anatomy later on?A qualitative study[J].J Park Med Assoc,2018,68(8):1228-1232.
[9]张文风.对高校“三全育人”的若干思考[J].学校党建与思想教育,2018,571:60-61.
[10]张妤,李娜.我院首届护理大专班文理科生学习差异性调查与分析[J].卫生职业教育,2017,35(7):119-120.
[2]李丽.口腔专业文理科学生医学基础课合班教学的成绩分析[J].科技创新报,2016(10):119-120.
[3]张美超,陆爱桃,高敏,等.合取谬误的情绪唤醒机制:文理科生间的差异比较[J].心理研究,2015,8(4):30-35.
[4]朱林楠,何雪梅,何泳菲,等.护理专业文理科学生学习能力的对比研究[J].护理研究,2014,28(8):2976-2977.
[5]WILHELMSSON N,DAHLGREN LO,HULT H,et al.The anatomy of learning anatomy[J].Adv Health Sci Educ Theory Pract,2010,15(2):153-165.
[6]BERGMAN EM,DE BRUIN AB,HERRLER A,et al.Students'perceptions of anatomy across the undergraduate problem-based learning medical curriculum:a phenomenographical study[J].BMC Med Educ,2013,13:152-162.
[7]吴锋,李怀斌,赵健,等.解剖学思维导图应用于护理专业脉管系统的教学体会[J].医学理论与实践,2016,29(17):3147-3148.
[8]WASEEM N,ERAKY MA,IQBAL K.Why do medical students forget anatomy later on?A qualitative study[J].J Park Med Assoc,2018,68(8):1228-1232.
[9]张文风.对高校“三全育人”的若干思考[J].学校党建与思想教育,2018,571:60-61.
[10]张妤,李娜.我院首届护理大专班文理科生学习差异性调查与分析[J].卫生职业教育,2017,35(7):119-120.