团队导向学习法在护理临床见习中的应用
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摘要
目的探讨团队导向学习法在护理临床见习中的应用与效果。方法选取68名护理本科学生为研究对象,对照组33名护生采用传统床旁教学模式,观察组35名护生采用团队导向学习法,见习结束后测评2组护生教学效果。结果观察组护生的教学效果优于对照组。结论采用团队导向学习法有助于提高护理床旁教学效果,增加护生学习的参与度、提高其解决问题的技巧、同时提升有效沟通等多方面的能力,为未来的临床护理工作奠定基础。
Objective To Investigate the application and effect of team-based learning in the clinical practice of nursing students.Methods Sixty-eight nursing undergraduates were selected,and randomly divided into a control group of 33 and an observation group of 35.Both groups received the traditional bedside teaching,while the observation group additionally employed the team-based learning for two weeks.Then the teaching effect was evaluated.Results The teaching effect of the observation group was significantly better than that of the control group.Conclusion Team-based learning helps to improve the effect of bedside teaching,which promotes the students′participation in learning,as well as their skills in problems solving and communication.
Objective To Investigate the application and effect of team-based learning in the clinical practice of nursing students.Methods Sixty-eight nursing undergraduates were selected,and randomly divided into a control group of 33 and an observation group of 35.Both groups received the traditional bedside teaching,while the observation group additionally employed the team-based learning for two weeks.Then the teaching effect was evaluated.Results The teaching effect of the observation group was significantly better than that of the control group.Conclusion Team-based learning helps to improve the effect of bedside teaching,which promotes the students′participation in learning,as well as their skills in problems solving and communication.
引文
[1]马睿杰,林咸明.基于团队导向的问题教学法在《经络腧穴学》中的应用及案例解析[J].中国针灸,2015,35(12):1315-1318.
[2]Black EW,Blue AV,Davidson R,et al.Using teambased learning in a large interprofessional health science education experience[J].Journal of Interprofessional Education&Practice,2016(5):19-22.
[3]Parmelee D,Michaelsen LK,Cook S,et al.TeamBased Learning:apractical guide:AMEE guide no.65[J].Med Teach,2012,34(5):e275-e287.
[4]Eugenia MW.Fostering pre-service teachers′self-regulated learning through self-and peer assessment of wiki projects[J].Computers&Education,2016(98):180-191.
[5]Wiener H,Plass H,Marz R.Team-based learningin in intensive course format for first-year medical students[J].Croat Med J,2009,50(1):69-76.
[6]Parmelee DX.Team-based learning:moving forward in curriculum innovation:a commentary[J].Med Teach,2010,32(2):105-107.
[7]卞伶玲,霍小鹏.团队合作精神在国际医疗部护理工作中的作用[J].现代临床护理,2011,10(2):52-53.
[8]陈光毅,李华萍,郑翠红,等.高职院校不同人才培养模式下新护士能力的调查研究[J].护理学杂志,2015,30(14):81-83,86.
[9]王艳,孙宏玉,陈华,等.北京市三级医院护士招聘及人才需求情况的调查[J].中华护理杂志,2013,48(8):714-717.
[10]宫叶琴,王莉莉,宁美,等.以问题为基础的教学法在外科护理学临床见习中的应用[J].中华现代护理杂志,2010,16(15):1832-1834.
[11]徐金梅.以团队为基础的学习应用于高职“急重症护理”课程的效果评价[D].上海:复旦大学,2012:37-38.
[2]Black EW,Blue AV,Davidson R,et al.Using teambased learning in a large interprofessional health science education experience[J].Journal of Interprofessional Education&Practice,2016(5):19-22.
[3]Parmelee D,Michaelsen LK,Cook S,et al.TeamBased Learning:apractical guide:AMEE guide no.65[J].Med Teach,2012,34(5):e275-e287.
[4]Eugenia MW.Fostering pre-service teachers′self-regulated learning through self-and peer assessment of wiki projects[J].Computers&Education,2016(98):180-191.
[5]Wiener H,Plass H,Marz R.Team-based learningin in intensive course format for first-year medical students[J].Croat Med J,2009,50(1):69-76.
[6]Parmelee DX.Team-based learning:moving forward in curriculum innovation:a commentary[J].Med Teach,2010,32(2):105-107.
[7]卞伶玲,霍小鹏.团队合作精神在国际医疗部护理工作中的作用[J].现代临床护理,2011,10(2):52-53.
[8]陈光毅,李华萍,郑翠红,等.高职院校不同人才培养模式下新护士能力的调查研究[J].护理学杂志,2015,30(14):81-83,86.
[9]王艳,孙宏玉,陈华,等.北京市三级医院护士招聘及人才需求情况的调查[J].中华护理杂志,2013,48(8):714-717.
[10]宫叶琴,王莉莉,宁美,等.以问题为基础的教学法在外科护理学临床见习中的应用[J].中华现代护理杂志,2010,16(15):1832-1834.
[11]徐金梅.以团队为基础的学习应用于高职“急重症护理”课程的效果评价[D].上海:复旦大学,2012:37-38.