论文部分内容阅读
目的评价院校共建理实一体化教学模式在《外科护理学》教学中的应用效果。方法随机选取江苏建康职业学院2013级护理专业2个班的护生为实验组,按疾病的临床护理路径、整体护理理念制作包括临床实景展示、护理过程、知识支撑、目标考核的任务学习包,并以此为教学蓝本,执行新课程体系、学时分配(理∶实=5∶1),并由临床骨干护师担当主要授课教师;其他班级采用传统式教学法(理∶实=9∶1),随机选取2个班为对照组。结果实验组期末理论考试成绩与对照组比较,差异无统计学意义,但实训的考核成绩及评判性思维能力得分(除寻找真相和系统化能力)均高于对照组。结论增加实训课时不影响护生对理论知识的掌握,且有益于护生理解和记忆专业知识,培养护生评判性思维能力和掌握外科护理技能。
Objective To evaluate the application effects of the co-construction of the integrated reality teaching model in the teaching of “Surgical Nursing”. Methods The nursing students of two classes of 2013 nursing major in Jiangsu Jiankang Vocational College were selected randomly as the experimental group. According to the path of clinical nursing and the overall nursing concept, the task learning package including clinical scene demonstration, nursing process, knowledge support and target assessment , And as a teaching blueprint, the implementation of the new curriculum system, the allocation of hours (reason: 5 = 1), by the clinical backbone nurse as the main lecturer; other classes using the traditional teaching method (Li: 9 = 1), randomly selected two classes as control group. Results There was no significant difference between the experimental group and the control group at the end of the period. There was no significant difference between the experimental group and the control group in the score of the final examination. However, the score of the examination and score of the critical thinking ability (except for finding truth and systematic ability) were higher than those of the control group. Conclusions The increase of practical training class does not affect the mastery of theoretical knowledge of nursing students, and is beneficial to nursing students ’understanding and memory of professional knowledge, training nursing students’ critical thinking ability and mastering surgical nursing skills.