摘要
目的探讨在建构主义理论指导下的模拟护理教学查房在高职护生中的应用效果。方法选取我院2014级高职护理专业2个班的学生111人为研究对象,其中一个班设为观察组(56人),另一个班设为对照组(55人)。观察组采用建构主义理论指导下的模拟护理查房进行内科护理实训教学,对照组采用常规的案例教学法。课程结束后,比较两组护生的自主学习能力及评判性思维能力。结果课程结束后,试验组护生学习动机、自我管理、人际沟通及总体自主学习能力、总体评判性思维能力均优于对照组,差异有统计学意义(P<0.05)。结论基于建构主义的模拟护理教学查房能很好地将理论知识与临床实践结合,是提高护生自主学习能力和评判性思维能力行之有效的教学方法,可提前为护生进入临床工作打下稳固的基础。
Objective To explore the application effect of simulated nursing teaching ward round under the guidance of constructivism theory for higher vocational nursing students.Methods 111 students of grade 2014 higher vocational nursing specialty from 2 classes in our hospital were selected as the subjects of study in classes,56 people in one class was set up as the observation group,and 55 people in other class was set as the control group.Students in observation group was adopted the simulated nursing rounds under the guidance of constructivism theory to carry out internal medicine nursing practice teaching,while students in control group was adopted the conventional case teaching method.The autonomous learning ability and critical thinking ability of the two groups were compared at the end of the course.Results After the end of the course,the learning motivation,self-management,interpersonal communication,overall autonomous learning ability and overall critical thinking ability of the observation group were better than that of the control group.There was significant difference between the two group（ P〈0.05）.Conclusion Simulated nursing teaching ward round under the guidance of constructivism theory can be better combined the theoretical knowledge and clinical practice.It is an effective teaching method to improve the autonomous learning ability and critical thinking ability of nursing students,and can lay a solid foundation for nursing students to enter clinical work in advance.
出处
《护士进修杂志》
2017年第21期1931-1933,共3页
Journal of Nurses Training
基金
广西卫生职业技术学院立项课题(编号:WZ2014JA14)
关键词
建构主义
护理教学查房
自主学习能力
评判性思维能力
Constructivism
Nursing teaching ward round
Autonomous learning ability
Criticalthinking ability
