护理学专业临床课程教学改革中小组式教学的实践研究
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摘要
目的护理学专业临床课程教学改革中小组式教学的实践研究。方法选取某学院两个护理学专业的班级,将这两个班级设为试验班与对照班,试验班采用小组式与传统教学方式相结合进行教学,对照班则只采用传统教学方式进行教学,课程教学结束后,对照两个班级学生的学习情况,并对试验班级的学生进行调查,调查其对小组式教学方式的评价。结果两个班级考核成绩的对比差异具有统计意义(P<0.01),试验班级的绝大多数学生对小组式教学方式都有较高评价。结论在护理学专业临床课程教学中使用小组式教学,可以促进学生学习效率的提高。
Objective Practical research on group teaching in the teaching reform of clinical courses in nursing specialty. Methods Two classes of nursing majors in a certain college were selected. The two classes were set as the experimental class and the control class. The experimental class was combined with the traditional teaching mode. The control class only used the traditional teaching method. After the completion of the course, the students in the two classes were compared, and the students in the experimental class were investigated to investigate the evaluation of the group-based teaching methods. Results The difference in the scores of the two classes was statistically significant(P<0.01). The majority of the students in the experimental class had a higher evaluation of the group-based teaching methods. Conclusion The use of group-based teaching in the clinical curriculum of nursing majors can promote the improvement of students' learning efficiency.
Objective Practical research on group teaching in the teaching reform of clinical courses in nursing specialty. Methods Two classes of nursing majors in a certain college were selected. The two classes were set as the experimental class and the control class. The experimental class was combined with the traditional teaching mode. The control class only used the traditional teaching method. After the completion of the course, the students in the two classes were compared, and the students in the experimental class were investigated to investigate the evaluation of the group-based teaching methods. Results The difference in the scores of the two classes was statistically significant(P<0.01). The majority of the students in the experimental class had a higher evaluation of the group-based teaching methods. Conclusion The use of group-based teaching in the clinical curriculum of nursing majors can promote the improvement of students' learning efficiency.
引文
[1]樊建楠,田岳凤,焦锐.小组式教学在护理学专业临床课程教学改革中的实践探索[J].护理研究,2018,32(6):959-960.
[2]李瑞敏,何美林.外科-手术室整合教学在护理学专科生临床实践中的应用效果[J].现代医学与健康研究电子杂志,2018,18(09):95-96.
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[5]李敏,彭芳,颜丽霞,等.高职护理专业实践课程有效教学研究[J].长沙民政职业技术学院学报,2018,79(01):107-108.
[6]蔡恩丽,王雨,王蕾,等.外科护理学课程创建“三主线+三平台”教学改革的研究与实践[J].中国高等医学教育,2018,255(03):78-79.
[7]龚戬芳,郑舟军,俞晓明,等.基于研究性学习的“护理研究”课程教学改革探讨[J].管理观察,2018,686(15):127-129.
[8]蔡菊敏,王志英,唐丽,等.临床前通科护理综合课程改革与实践[J].现代职业教育,2017(34):114-115.
[9]陈艳.中职护理专业病理学教学改革与实践[J].山西医药杂志,2018, 47(13):125-126.
[10]韩浩贤,赵岳,臧小英,等.护理本科生实验教学改革的探索与实践[J].实验室科学,2017,104(06):128-130.
[11]肖美兰,王建明.以临床护理岗位为导向的内科护理学教学改革[J].广东职业技术教育与研究,2017(1):137-139.
[12]刘振明.项目教学法在外科护理学教学中的应用研究[J].临床医药文献电子杂志,2017(11):131.
[2]李瑞敏,何美林.外科-手术室整合教学在护理学专科生临床实践中的应用效果[J].现代医学与健康研究电子杂志,2018,18(09):95-96.
[3]刘建春,高岚,张育敏.中医院校本科护理专业人体解剖学课程整合的研究与实践[J].基础医学教育,2017(09):12-14.
[4]杜琳.护理学导论课程教学改革对提高护理专业本科生职业认同感的效果研究[J].中国高等医学教育,2017(9):72-73.
[5]李敏,彭芳,颜丽霞,等.高职护理专业实践课程有效教学研究[J].长沙民政职业技术学院学报,2018,79(01):107-108.
[6]蔡恩丽,王雨,王蕾,等.外科护理学课程创建“三主线+三平台”教学改革的研究与实践[J].中国高等医学教育,2018,255(03):78-79.
[7]龚戬芳,郑舟军,俞晓明,等.基于研究性学习的“护理研究”课程教学改革探讨[J].管理观察,2018,686(15):127-129.
[8]蔡菊敏,王志英,唐丽,等.临床前通科护理综合课程改革与实践[J].现代职业教育,2017(34):114-115.
[9]陈艳.中职护理专业病理学教学改革与实践[J].山西医药杂志,2018, 47(13):125-126.
[10]韩浩贤,赵岳,臧小英,等.护理本科生实验教学改革的探索与实践[J].实验室科学,2017,104(06):128-130.
[11]肖美兰,王建明.以临床护理岗位为导向的内科护理学教学改革[J].广东职业技术教育与研究,2017(1):137-139.
[12]刘振明.项目教学法在外科护理学教学中的应用研究[J].临床医药文献电子杂志,2017(11):131.