教师标准化病人教学法在中专护理《护理学基础》教学中的应用研究
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摘要
目的探索教师标准化病人教学法在中专《护理学基础》课程教学中对于培养护生的专业技能和职业素养的效果。方法整群抽取21届中专护理二年级1班、2班,按摸球法1班54名学生为教师标准化病人教学组,在教学中加入教师标准化病人并借助模拟人、多媒体手段进行案例介绍-情景表演-评价反馈-巩固小结-实践练习。2班46名学生为传统教学组,按理论讲授-教师示教-分组练习模式教学。教学结束后进行综合考试和教学满意度调查。成绩差异性比较采用t检验,P <0. 05为差异有统计学意义。满意度调查由2组学生对2种教学方法从激发学习兴趣、提高评判性思维能力、提高解决护理问题能力、提高语言沟通能力、强化爱伤观念5个方面进行评价,评价设定好、较好、一般、无变化。满意度为满意学生占总学生数的百分比,采用率进行描述,比较采用秩和检验(α=0. 05)。结果教师标准化病人教学组总成绩(85. 72±4. 62)分,较传统组(82. 87±3. 07)分差异具有统计学意义。教师标准化病人教学法有助于激发学习兴趣、提高评判性思维能力和解决护理问题能力、提高语言沟通能力和强化爱伤观念。结论教师标准化病人教学法在提升学生的专业知识技能和职业素养等方面取得较好的效果。应适当地使用教师标准化病人并探索教师标准化病人与其他教学方式的互补,以达到更理想的教学效果。
Objective To explore the effect of teacher standardized patient teaching method on cultivating nursing students' professional skills and professional accomplishment in the teaching of Basic Nursing Science in secondary vocational schools. Methods Classes 1 and 2 of nursing sophomores in 21 secondary vocational schools were selected in a cluster. And 54 students in Class 1 were selected as the teaching group of standardized patients. Teachers standardized patients were added to the teaching group and case introduction,situational performance,evaluation feedback,consolidation summary and practice were carried out by means of simulation and multimedia. And 46 students in Class 2 were in the traditional teaching group. They are taught in theory-teacher 's Teaching-group practice mode. After the end of teaching,comprehensive examination and teaching satisfaction survey were conducted. The results were compared with t test and P < 0. 05 was statistically significant. Satisfaction survey was conducted by two groups of students to evaluate the two teaching methods from five aspects: stimulating learning interest,improving critical thinking ability,improving the ability to solve nursing problems,improving language communication ability,and strengthening the concept of love and injury. Satisfaction was the percentage of students in the total number of students. Qualitative data were described by rate.Rank sum test was used to compare the differences( α = 0. 05). Results The total score of standardized patient teaching group was 85. 72 ± 4. 62,which was significantly different from that of traditional group. Teachers' standardized patient teaching method is helpful to stimulate learning interest,improve critical thinking ability and ability to solve nursing problems,improve language communication ability and strengthen the concept of love and injury. Conclusion Teachers' standardized patient teaching method has achieved good results in improving students' professional knowledge,skills and professional quality. We should make proper use of teachers' standardized patients and explore the complementarity between teachers' standardized patients and other teaching methods in order to achieve better teaching results.
Objective To explore the effect of teacher standardized patient teaching method on cultivating nursing students' professional skills and professional accomplishment in the teaching of Basic Nursing Science in secondary vocational schools. Methods Classes 1 and 2 of nursing sophomores in 21 secondary vocational schools were selected in a cluster. And 54 students in Class 1 were selected as the teaching group of standardized patients. Teachers standardized patients were added to the teaching group and case introduction,situational performance,evaluation feedback,consolidation summary and practice were carried out by means of simulation and multimedia. And 46 students in Class 2 were in the traditional teaching group. They are taught in theory-teacher 's Teaching-group practice mode. After the end of teaching,comprehensive examination and teaching satisfaction survey were conducted. The results were compared with t test and P < 0. 05 was statistically significant. Satisfaction survey was conducted by two groups of students to evaluate the two teaching methods from five aspects: stimulating learning interest,improving critical thinking ability,improving the ability to solve nursing problems,improving language communication ability,and strengthening the concept of love and injury. Satisfaction was the percentage of students in the total number of students. Qualitative data were described by rate.Rank sum test was used to compare the differences( α = 0. 05). Results The total score of standardized patient teaching group was 85. 72 ± 4. 62,which was significantly different from that of traditional group. Teachers' standardized patient teaching method is helpful to stimulate learning interest,improve critical thinking ability and ability to solve nursing problems,improve language communication ability and strengthen the concept of love and injury. Conclusion Teachers' standardized patient teaching method has achieved good results in improving students' professional knowledge,skills and professional quality. We should make proper use of teachers' standardized patients and explore the complementarity between teachers' standardized patients and other teaching methods in order to achieve better teaching results.
引文
[1]绳宇,潘慧.标准化病人培训实用教程[M].北京:科学出版社,2017:3-4.
[2] WALLACE P.标准化病人在医学教育中的发展史[M].北京:北京大学医学出版社,2017:4-5.
[3]绳宇,姚秀钰,徐晓华,等.标准化病人在护理教育中应用的思考[J],中华护理教育杂志,2017,14(2):150-153.
[4]李爱夏,邢娟,费素定,等. TSP教学法在5年制高职《护理学基础》教学中的应用[J].护理学报,2016,23(17):19-21.
[5]张娜,刘雨佳,吕岩.学生标准化病人在《护理学基础》实践教学中的应用[J].全科护理,2015,13(23):2319-2320.
[6]朱凌燕,胡三莲,陆冬燕,等.标准化病人在临床护理教学中的应用进展[J].中华现代护理杂志,2017,23(28):3681-3685.
[7]涂丽霞,汪婷,邹晶莹,等.学生标准化病人在护理大专生综合技能训练教学中的应用研究[J].护理管理杂志,2017,17(7):490-492.
[8]宫春梓,邢世波,沙明礼,等.学生标准化病人在护理技能实训中的应用研究[J].卫生职业教育,2017,35(18):121-122.
[9]朱群娥,钟建群,王筝.标准化病人在护理仿真模拟综合实训教学中的应用研究[J].中华护理教育,2017,14(2):85-89.
[10]吴慧群,黄静玉,沈蓉蓉.标准化病人在血液科临床护理教学中的应用[J].上海护理,2017,17(6):84-86.
[11]张晓静,吴欣娟.临床护理情景模拟案例与标准化病人应用[M].北京:科学出版社,2017:84-89.
[12]汪牡丹,雷明,孙冬雪,等.标准化病人在高职护理健康评估教学中的应用[J].中华护理教育,2016,13(9):671-674.
[13]肖泽梅,吴婷,邓雪英,等.护生评判性思维培养的研究进展[J].护理学杂志,2016,31(16):98-101.
[14]胡莎莎,郑煜坤,张彩云,等.临床实践中反思日记教学法对护理专业人员评判性思维能力影响的Meta分析[J].循证护理,2017,3(9):3-10.
[15] WALLACE P.标准化病人辅导临床能力评价方法[M].北京:北京大学医学出版社,2017:23-24.
[16]陈桂兰,魏大琼,龙春花,等.教师标准化病人在新入职护士规范化培训应急能力培养中的应用与效果[J].护理管理杂志,2016,16(10):704-706.
[17]胡三莲,何丹,周玲,等.标准化病人在临床护理教学中的应用进展[J].护理教育,2013,13(9):58-59.
[2] WALLACE P.标准化病人在医学教育中的发展史[M].北京:北京大学医学出版社,2017:4-5.
[3]绳宇,姚秀钰,徐晓华,等.标准化病人在护理教育中应用的思考[J],中华护理教育杂志,2017,14(2):150-153.
[4]李爱夏,邢娟,费素定,等. TSP教学法在5年制高职《护理学基础》教学中的应用[J].护理学报,2016,23(17):19-21.
[5]张娜,刘雨佳,吕岩.学生标准化病人在《护理学基础》实践教学中的应用[J].全科护理,2015,13(23):2319-2320.
[6]朱凌燕,胡三莲,陆冬燕,等.标准化病人在临床护理教学中的应用进展[J].中华现代护理杂志,2017,23(28):3681-3685.
[7]涂丽霞,汪婷,邹晶莹,等.学生标准化病人在护理大专生综合技能训练教学中的应用研究[J].护理管理杂志,2017,17(7):490-492.
[8]宫春梓,邢世波,沙明礼,等.学生标准化病人在护理技能实训中的应用研究[J].卫生职业教育,2017,35(18):121-122.
[9]朱群娥,钟建群,王筝.标准化病人在护理仿真模拟综合实训教学中的应用研究[J].中华护理教育,2017,14(2):85-89.
[10]吴慧群,黄静玉,沈蓉蓉.标准化病人在血液科临床护理教学中的应用[J].上海护理,2017,17(6):84-86.
[11]张晓静,吴欣娟.临床护理情景模拟案例与标准化病人应用[M].北京:科学出版社,2017:84-89.
[12]汪牡丹,雷明,孙冬雪,等.标准化病人在高职护理健康评估教学中的应用[J].中华护理教育,2016,13(9):671-674.
[13]肖泽梅,吴婷,邓雪英,等.护生评判性思维培养的研究进展[J].护理学杂志,2016,31(16):98-101.
[14]胡莎莎,郑煜坤,张彩云,等.临床实践中反思日记教学法对护理专业人员评判性思维能力影响的Meta分析[J].循证护理,2017,3(9):3-10.
[15] WALLACE P.标准化病人辅导临床能力评价方法[M].北京:北京大学医学出版社,2017:23-24.
[16]陈桂兰,魏大琼,龙春花,等.教师标准化病人在新入职护士规范化培训应急能力培养中的应用与效果[J].护理管理杂志,2016,16(10):704-706.
[17]胡三莲,何丹,周玲,等.标准化病人在临床护理教学中的应用进展[J].护理教育,2013,13(9):58-59.