摘要
目的比较传统教学方法与使用微格教学法的应用效果。方法选取包头医学院2016级护理专业本科在校学生为研究对象,总计64名学生。将所有学生随机分组,分为实验组与对照组,各组32名。分别给予传统教学方法与使用微格教学法教学,后进行理论考试及相关问题的调查问卷。结果经过培训的两组学生理论成绩考试结果中,实验组成绩(92.73±1.48)分,对照组成绩(79.53±5.66)分。实验组成绩明显高于对照组(P<0.05)。在两组学生对学生学习兴趣、理解程度、护理要点、学习效率的掌握等4个方面问卷结果中,实验组成绩明显高于对照组,差异有统计学意义(P<0.05)。结论微格教学法应用在介入放射学护理教学中,有利于培养和强化学生的临床沟通意识和水平,使其沟通更加专业、顺畅。
Objective This paper tries to compare traditional teaching methods and the use of micro-teaching methods.Methods A total of 64 students were selected from the 2016 nursing students of Baotou Medical College. All students were randomly divided into experimental group and control group, 32 in each group. We give traditional teaching methods and teaching using microteaching methods, and then conduct questionnaires for theoretical examinations and related questions.Results Among the results of the theoretical test of the two groups of students that were trained, the results of the experimental group（92.73±1.48）points and the control group score（79.53±5.66）points. Experimental group performance was significantly higher than the control group（P〈0.05）. In the four groups of students’ interest in learning, understanding, nursing points, and learning efficiency, the results in the experimental group were significantly higher than in the control group, and the differences were statistically significant（P〈0.05）. Conclusion The microteaching method is applied in the interventional radiology nursing teaching, which is conducive to training and strengthening the students’ clinical communication consciousness and level, and makes the communication more professional and smooth.
作者
胡晓燕
赵蒙
邓建华
刘靖
HU Xiao-yan;ZHAO Meng;DENG Jian-hua;LIU Jing(Department of Interventional Therapy,First Affiliated Hospital,Baotou Medical College,Inner Mongolia University of Science and Technology,Baotou,Inner Mongolia,014010 China)
出处
《中国卫生产业》
2018年第20期141-142,共2页
China Health Industry
关键词
微格教学
介入放射学
护理
教学
Micro-teaching
Interventional radiology
Nursing
Teaching
