计算机模拟病例在临床能力训练中的作用分析
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摘要
目的研究计算机模拟病例在住培专硕临床能力训练中的评判性思维能力的培养效果。方法将我院2016年9月—2018年5月收入的住培专硕生28名作为研究对象。根据训练方式的不同,将其分为两组,每组均14名。其中,对照组实施常规训练方式,研究组采用计算机模拟病例训练,对比两组学生批判性思维能力与满意度。结果训练前,两组学生的批判性思维能力比较,差异无统计学意义(P> 0.05);经过训练后两组学生批判性思维能力均得到明显改善,其中,研究组得分优于对照组;研究组学生对教学的各项满意度评分均高于对照组,差异具有统计学意义(P <0.05)。结论针对住培专硕生训练期间采取计算机模拟病例,能够有效改善学生的评判性思维能力,提升训练质量。
Objective To study the effect of computer-based case simulation (CCS) in the development of critical thinking ability during the standardized and professional training. Methods In this study, 28 residential and postgraduate students from September 2016 to May 2018 were selected as subjects. According to the different training methods, they are divided into two groups, each group has 14 students. The control group received routine training. The study group used computer-simulated case training. The critical thinking ability and satisfaction of the two groups were compared. Results Before training, there was no significant difference in critical thinking ability between the two groups(P > 0.05). After training, the critical thinking ability of both groups was improved significantly,and the score of the research group was better than that of the control group.The students in the study group scored higher than those in the control group in all aspects of satisfaction with teaching, and the difference was statistically significant(P < 0.05). Conclusion The CCS can efficiently improve the student's critical thinking ability and training quality.
Objective To study the effect of computer-based case simulation (CCS) in the development of critical thinking ability during the standardized and professional training. Methods In this study, 28 residential and postgraduate students from September 2016 to May 2018 were selected as subjects. According to the different training methods, they are divided into two groups, each group has 14 students. The control group received routine training. The study group used computer-simulated case training. The critical thinking ability and satisfaction of the two groups were compared. Results Before training, there was no significant difference in critical thinking ability between the two groups(P > 0.05). After training, the critical thinking ability of both groups was improved significantly,and the score of the research group was better than that of the control group.The students in the study group scored higher than those in the control group in all aspects of satisfaction with teaching, and the difference was statistically significant(P < 0.05). Conclusion The CCS can efficiently improve the student's critical thinking ability and training quality.
引文
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[9]梁榕,玉琴,王晓荣,等.改良微格教学法在培养护理实习生评判性思维能力中的应用研究[J].护士进修杂志,2015,30(1):4-6.
[10]李婷霞,诸纪华,陆亚红,等.评判性思维结合床边综合能力培训对儿科新护士个性成熟度的影响[J].中国实用护理杂志,2016,32(35):2780-2784.
[11]王爱霞,董爱淑,刘一苇,等.双导师制带教模式在护生评判性思维培养中的应用效果[J].中华现代护理杂志,2016,22(22):3231-3234.
[12]徐新菊,葛学娣,何敏娟,等.案例分析法在压疮护理团队评判性思维能力培养中的应用[J].齐鲁护理杂志,2016,22(9):104-105.
[2]王丽君,魏剑辉,于海红,等.以PBL为导向的临床教学法对医学生儿科评判性思维的影响[J].河北医学,2015,21(9):1581-1583.
[3]罗菊英,张侠,赵正据,等.“教学做”一体化教学模式对护生社区健康教育教学效果及评判性思维的影响[J].护理研究,2016,30(5):600-602.
[4]宋宣克,崔新征,兰红,等.扩大模拟病例与CBL相结合教学法在胸外科实习教学中的应用[J].河南外科学杂志,2016,22(2):129-130.
[5]王海燕,石崖琳,东张森,等.基于评判性思维建立的护理培训在预防急诊输液用药风险事件中的应用效果[J].国际护理学杂志,2016,35(24):3431-3433.
[6]尹晴,蒋丹,杨德琴,等.OSCE在口腔医学硕士专业学位研究生临床能力考核中的应用[J].重庆医学,2018,47(13):1828-1831.
[7]东梅,庞晓丽,候大妮,等.基于标准化病人与问题式学习的本科护生评判性思维能力培养创新教学模式研究[J].护士进修杂志,2016,31(7):593-596.
[8]龙海碧.广元市综合医院护理管理者评判性思维与领导创新能力的相关性研究[J].国际护理学杂志,2017,36(14):1911-1914.
[9]梁榕,玉琴,王晓荣,等.改良微格教学法在培养护理实习生评判性思维能力中的应用研究[J].护士进修杂志,2015,30(1):4-6.
[10]李婷霞,诸纪华,陆亚红,等.评判性思维结合床边综合能力培训对儿科新护士个性成熟度的影响[J].中国实用护理杂志,2016,32(35):2780-2784.
[11]王爱霞,董爱淑,刘一苇,等.双导师制带教模式在护生评判性思维培养中的应用效果[J].中华现代护理杂志,2016,22(22):3231-3234.
[12]徐新菊,葛学娣,何敏娟,等.案例分析法在压疮护理团队评判性思维能力培养中的应用[J].齐鲁护理杂志,2016,22(9):104-105.