摘要
目的探讨中等卫校护理实训操作的教学方法,研究该方法在学生中的作用和地位。方法选择2015年9月~2016年6月12个护理班的学生为研究对象,按随机分组,分为实验组和对照组,实验组教学方法为:病例→美学与规范化示教→培训组长→分组练习→视频→讨论问题→考核。对照组按传统教学方法:视频→示教→练习→考核。结果两组学生十项护理操作考核,实验组优秀与优良率分别为27.3%和47.9%,对照组分别为13.3%和28.3%,两组成绩比较差异有统计学意义﹙P<0.001﹚。学习倦怠现象的比较,即玩手机、打瞌睡、早退人员的比率,实验组分别为7.2%、6.4%、3.1%,对照组分别为24.3%、26.9%、8.0%,实验组明显低于对照组﹙P<0.001﹚。结论通过病例、美学和评判性思维等综合理论启发学生的分析思维能力;培训组长进行分组练习激发学生的主动性,鼓励学生的斗志,取得承上启下的纽带作用,节约教师资源。
Objective To probe into the teaching method of secondary school nursing training operation,the role and status of the research methods in the students.Methods From September 2015 to June 2016,12 nursing students as the research object,randomly divided into experimental group and control group by drawing lots,the experimental group teaching method:case,aesthetics and standardization of teaching,training,practicing,video,head of group discussion and examination.In the control group,the traditional teaching methods were as follows:video,teaching,practicing,examination.Results The two groups of students were assessed by the nursing operation,the excellent and good rate of the experimental group were 27.3% and 47.9%,respectively,the control group was significantly different between the 13.3% and 28.3%(P<0.001).Comparison of learning burnout phenomenon,namely,mobile phone play doze,early staff ratio,the experimental group were 7.2%,6.4%,3.1%,the control group were 24.3%,26.9%,8.0%,the experimental group was significantly lower than the control group(P<0.001).Conclusion Through the case,aesthetics and critical thinking and comprehensive analysis theory to inspire students thinking ability;training leader initiative group exercises to stimulate students,encourage students to fight,get link connecting,economizing teacher resources.
出处
《当代医学》
2017年第19期1-3,共3页
Contemporary Medicine
关键词
中等卫校
护理操作
实训教学
方法
Secondary school
Nursing manipulation
Pratical teaching
Methods
