摘要
目的 深入探索基于多元化教学模式的循证护理学课程对本科护生循证实践能力的影响。方法 采用混合方法研究中的解释性序列设计:量性部分选取36名选修此课程的护生,用循证实践能力评估量表在课程教学前后进行调查,质性部分选取9名护生进行半结构式访谈。结果 多元化教学模式下循证护理教学后,护生的循证实践知识、技能及总分均有所提升且有统计学差异(P<0.05),结合质性部分在循证态度、知识及技能下得出7个亚主题。结论 多元化教学模式下循证护理学课程有效培养了护生的循证态度和思维,增加了知识与技能的储备。但仍需基于护生的知识储备和需求,分阶段改进循证护理学课程教学,提高教学质量。
Objective To explore in depth the impact of the Evidence-based Nursing(EBN)course characterized with mixed teaching on nursing undergraduates′relevant competencies.Methods Explanatory sequential design of mixed methods research was adopted.In the quantitative part of the research,a total of 36 nursing students who took this course were selected as subjects and surveyed with the Evidence-based Practice Competence Questionnaire(EBP-COQ)before and after the course.As for the qualitative part,semi-structured interviews were conducted with 9 nursing students.Results After the course EBN was taught with mixed teaching methods,nursing students′knowledge,skills and total scores of evidence-based nursing practice increased with statistically significant differences(P<0.05).In addition,seven sub-themes were identified in terms of their evidence-based attitudes,knowledge,and skills in the qualitative research.Conclusion The EBN course featuring mixed teaching could effectively cultivate nursing students′relevant attitudes,ways of thinking,knowledge and skills.Nevertheless,the teaching quality of such course should be improved in phases based on the knowledge reserves and needs of the students.
作者
范雪燕
徐芷璇
周芬
白小燕
田宜卉
FAN Xueyan;XU Zhixuan;ZHOU Fen;BAI Xiaoyan;TIAN Yihui(School of Nursing,Beijing University of Chinese Medicine,Beijing 102488;School of Nursing,Sun Yat-sen University,Guangzhou 510000)
出处
《中医教育》
2023年第5期107-112,共6页
Education of Chinese Medicine
基金
中华医学会医学教育分会、中国高等教育学会医学教育专业委员会2020年医学教育研究立项课题(No.2020A-N13057)
中央高校基本科研业务费专项资金资助(No.2023-JYB-HZZ-005)
2023年度北京中医药大学课程思政示范课项目(No.KCSZSF-2305)。
关键词
循证护理学
多元化教学模式
循证能力
教学评价
混合研究
evidence-based nursing
mixed teaching
evidence-based nursing competence
teaching assessment
mixed methods research
