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1.
目的探讨目标反馈式教学在提升心血管外科护理实习生综合急救能力方面的效果。方法将82名护生按进入心血管外科实习的时间顺序,随机分为对照组42名和观察组40名。对照组采取传统教学模式进行教学,观察组采用目标反馈带教模式进行教学。实习结束时对两组急救理论和急救技能操作进行考核,并采用问卷调查的方式评价观察组在目标反馈式教学中急救能力提升的效果。结果观察组出科时的急救理论知识考核、急救技能操作考核成绩均高于对照组(P0.05)。观察组认为目标反馈式教学提高了自己的紧急处理能力(95%),动手能力(92.5%),培养了分析问题(90%)及解决问题的能力(90%),加强了观察、评估病情的能力(92.5%)。结论目标反馈式教学能够提升护生的综合急救能力。  相似文献   

2.
[目的]探讨视频反馈教学法对护理学生健康评估课程操作技能成绩的影响。[方法]将120名学生随机分为干预组和对照组,教学内容包括一般状态、胸部检查、腹部检查,课程结束后对两组学生的技能成绩进行比较。[结果]干预组学生技能成绩高于对照组,50%的学生认为手机视频反馈教学法可提高学习效率,83%的学生认为可提高对自己的要求,83%的学生认为能更加明确自己的优缺点。教师认为采用视频反馈教学法可提高学生的学习主动性、团队合作能力,能更好地掌握基础知识和操作技能。[结论]将视频反馈教学法用于健康评估实验课程中可提高学生技能及学习主动性。  相似文献   

3.
浅谈高护实习生沟通技能的目标管理   总被引:4,自引:0,他引:4  
高护实习生沟通技能的目标管理是课堂教学的延伸,作者在41名本科实习生和52名大专实习生的实习过程中,制定了切实可行的目标管理计划,在师生共同参与下实施目标,并及时评估和反馈信息,使学生在目标明确的前提下,不断学习和完善技能,从而收到满意的教学效果。  相似文献   

4.
对护理技能进行有效而全面的评价,是提高护理技能水平的重要环节和关键。传统的护理技能评价方法较为单一,有待进一步探索系统有效的评价体系。操作技能直接观察法(DOPS)作为一种有效的形成性评价方法,通过评估者就某一项或一类临床技能或操作对操作者即时进行评估及反馈,兼具教学和考核功能,在护理实践领域日益受到重视。本文拟对DOPS在护理实践中的应用现状进行梳理和分析,旨在为进一步推广和正确使用DOPS提供参考和依据。  相似文献   

5.
1“运动学习”中的反馈“运动学习”的关键在于帮助患者获得日后仍能进行功能活动的能力。训练中及时提供反馈有助于患者更好地操作(performance),但不利于真正的学会并记忆(retention)。好的训练方法应该是先给患者一定时间对有关信息进行内源性反馈,然后再提供外源性反馈,比如外源性反馈可以延迟数秒或数分钟,但也不能过长以至于忘记了有关的信息;还可以在无外源性反馈的情况下让患者连续做几遍,集中体会内源性反馈。这些均有助于真正学会运动技能。有两种提供反馈的常用方法称作淡化(fading)和区域(bandwidth)反馈。淡化是指训练初期给患…  相似文献   

6.
基础护理操作是每一个护生在踏上工作岗位前必须掌握的技能。传统采取教师示教一学生练习一学生反馈的教学方法。传统教学方法重视教师示教和考核过程,忽视学生练习方法与学习效果。自制手机视频教学法依靠手机录像设备进行视频记录,在练习中学生通过不断回放观看、练习、纠错和评估,以提高学生的动手操作和行为语言等方面能力[1]。由于手机视频具有便于录制与传播的特点,比其他录像视频的采集更方便适用,本研究旨在观察自制手机视频在护理技能教学中的应用效果。  相似文献   

7.
目的探讨针对性强的培训模式,以提高年轻护士的整体素质。方法对2010年3月至2012年9月83名护理人员在层级培训中增加模块培训,护理部定期进行效果评估和反馈。结果培训后护士的专科理论考核成绩优秀率、专业技能考核成绩优秀率、自我评价满意度、临床医生满意度、患者满意度均明显高于培训前(P〈0.叭)。结论层级培训模式改变了护士干篇一律的培训形式,针对性更强,激发了护士的主观能动性,加入模块培训大大提高了护士的理论、技能水平,动手能力、独立处理问题的能力和工作能力,提高了护理质量。  相似文献   

8.
[目的]探讨临床护理综合技能训练对护生护理临床思维的影响。[方法]选取学校2013级护理本科班2个班(共125人)作为研究对象,按随机分组方式分为试验组61人与对照组64人。对照组釆用传统的技能训练法,试验组采用临床护理综合技能训练。采用客观结构化考试评估解决问题能力,采用临床思维能力考核表评价护生的临床护理思维能力,采用教学效果评分表评价学生对临床护理综合技能训练法的反馈。[结果]试验组学生护理评估能力、沟通交流能力、病例分析决策能力、技术操作能力、健康教育能力评分均高于对照组(P0.05);试验组基本理论知识、护理技能、应变能力、沟通能力及思维独创性各项评分均高于对照组(P0.05);试验组提高知识记忆和应用能力、提高团队协作能力、提高主动学习能力、提高交流能力、提高理论应用能力、提高临床思维能力及提高创新思维能力各项评分均高于对照组(P0.05)。[结论]护理学教学中采用临床护理综合技能训练可提高护生的护理临床思维能力。  相似文献   

9.
通过教学方法的改革,将迷你临床演练评估(Mini-CEX)教学方法应用于《医患沟通学》的教学中,提高学生的学习积极性与参与度,快速提高学生临床所需的沟通技能,培养学生的医患沟通能力。并设计调查问卷,总结学生的反馈意见,实现以教促学、教学相长。  相似文献   

10.
2005年卫生部《中国护理事业发展规划纲要(2005-2010年)》指出,我国的护理工作与医学技术发展的要求和人民群众不断增长的健康需求存在差距:“以病人为中心”的整体护理理念尚未很好地落实在实际工作中,与病人和临床工作需求存在差距。健康评估是护理程序的第一步,是护士开展整体护理的关键技能,如何有效提高护士的健康评估能力是护理职业教育应该高度重视的问题。近几年,护理职业教育课程体系中已包含了《健康评估》这一门课程。本研究旨在调查江苏省护理人员对健康评估技能的认识与能力情况,并在此基础上提出健康评估课程改革的建议,以促进护理专业课程的改革。  相似文献   

11.
多形式教学活动在临床带教中的应用   总被引:31,自引:0,他引:31  
针对《外科护理学》这门护理本科专业的主干课程,我院教师围绕课程教学目标进行教学方法的改革,在该课程的临床见习教学中,合理组织教学内容,采用按照护理程序查房,组织病案分析,实施健康教育等多形式的教学活动,将课堂教学的理论与临床实际有机结合,并突出护理的专业特色。多形式的教学活动的开展注重护生综合能力的培养,激发了护生的学习积极性,收到了较满意的教学效果,教学质量明显提高。  相似文献   

12.
Skill assessment is an enduring issue for nurses both in the nursing education and practice. Emphasis is placed upon assessment for the attainment of learning outcomes within courses of education, at the expense of skill maintenance and skill development within practice. The concept of "sustainable assessment" combines and encourages both ideas and the role of judgement in assessment is crucial to this. Within courses of nursing education, skill is invariably guided and eventually assessed by the aid of an expert in the field, a connoisseur who applies the judgement of the specialist and delivers the criticism of connoisseur in the form of feedback. This paper concludes that the utilisation of this feedback to develop the students' ability to help judge their own practice is central to the notion of sustainable assessment and calls for discussion and research into this emerging field of enquiry.  相似文献   

13.
护理技能训练中加强养成教育的实验研究   总被引:5,自引:0,他引:5  
庄华英 《现代护理》2006,12(5):481-482
目的 探索养成教育时提高护士素质的作用。方法 进行随机实验,实验组在护理技能操作中开展寓教于学、健全制度、态度考核、医院评估、教师垂范等途径加强养成教育,时照组只进行常规教学。结果 实验组的护理技能考试成绩与理论考试成绩的均分以及实习医院评估的优良率均高于时照组;护生时护理技能操作考试的态度目标进行评分表示欢迎。结论 在护理技能操作训练中加强养成教育是必要的;养成教育可以促进护理技能训练和理论知识的学习并得到实习医院的认可}寓教于学是应坚持的教学思想。  相似文献   

14.
The essential feature of a teaching system designed to enhance learning and emulate professional practice is that the crucial assessments should be performance-based, allowing plenty of opportunity for students to offer their own ideas and solutions. This involves the use of formative assessment and feedback. High quality formative assessment has been linked to enhancement of learning and ultimately to higher student achievement. Although formative assessment is acknowledged as important in its effect on students’ approaches to learning, it appears that the assessment practice is under utilized in pre-registration nurse education. This paper refocuses on the purpose of formative assessment of theory. It examines, from educational literature, some of the benefits of formative assessment and its pedagogical implications on deep learning, motivation and self-esteem, self-regulated learning and employability. It discusses what constitutes quality feedback to highlight that it is not just an essential component but also a central feature of formative assessment. The extent to which formative assessment and feedback can be applied to pre-registration nurse education is also explored. If formative assessment and feedback is well planned and conducted in assessment practice, it is suggested that effective learning can be facilitated in everyday learning activity.  相似文献   

15.
目的探讨基于医学教育培养路径的智能教学平台的设计及其在临床护理教学及管理中的应用。方法以医学教育三阶段的院校教育、毕业后教育、继续教育及师资发展与培养为出发点,结合护理教学的全过程,依托护理管理信息平台,采用前后端分离设计架构,全站HTTPS加密连接,设计开发智能护理教学平台,平台包含教学计划、教学培训、考试管理、教学反馈、教学资源以及系统管理模块,其中,教学培训模块分为院校教育、毕业后教育、继续教育、师资发展、进修培训和基地培训6个子模块。将智能教学平台应用于临床护理教学及管理中。结果使用该平台提高了护理教学质量,为护士提供了自主学习环境,帮助医院节约了时间和人力成本。结论智能护理教学平台的应用有效节省了护理人力成本、教学管理成本,促进了护理教学培训考核与管理向着信息化的方向发展,是一款值得护理教学管理者广泛应用的培训管理平台。  相似文献   

16.
Abstract

Construct: Authors investigated the perspectives of stakeholders on feasibility elements of workplace-based assessments (WBA) with varying designs. Background: In the transition to competency-based medical education, WBA are taking a more prominent role in assessment programs. However, the increased demand for WBA leads to new challenges for implementing suitable WBA tools with published validity evidence, while also being feasible and useful in practice. Despite the availability of published WBA tools, implementation does not necessarily occur; a more fulsome understanding of the perspectives of stakeholders who are ultimately the end-users of these tools, as well as the system factors that both deter or support their use, could help to explain why evidence-based assessment tools may not be incorporated into residency programs. Approach: We examined the perspectives of two groups of stakeholders, surgical teachers and resident learners, during an assessment intervention that varied the assessment tools while keeping the assessment process constant. We chose diverse exemplars from published assessment tools that each represented a different response format: global rating scales, step-by-step surgical rubrics, and an entrustability scale. The primary purpose was to investigate how stakeholders are impacted by WBA tools with varying response formats to better understand their feasibility for assessment of cataract surgery. Secondarily, we were able to explore the culture of assessment in cataract surgery education including stakeholders’ perceptions of WBA unrelated to assessment form design. Semi-structured interviews with teachers and a focus group with the residents enabled discussion of their perspectives on dimensions of the tools such as acceptability, demand, implementation, practicality, adaptation, and integration. Findings: Three themes summarize teachers’ and residents’ experiences with the assessment tools: (1) Feedback is the priority; (2) Forms informing coaching; and (3) Forcing the conversation. The tools helped to facilitate the feedback conversation by serving as a reminder to initiate the conversation, a framework to structure the conversation, and a memory aid for providing detailed feedback. Surgical teachers preferred the assessment tool with a design that best aligned with their approach to teaching and how they wanted to provide feedback. Orientation to the tools, combined with established remediation pathways, may help preceptors to better use assessment tools and improve their ability to give critical feedback. Conclusions: Feedback, more so than assessment, dominated the comments provided by both teachers and residents after using the various WBA tools. Our typical assessment design efforts focus on the creation or selection of a robust assessment tool according to good design and measurement principles, but the current findings would encourage us to also prioritize the coaching relationship and include efforts to design WBA tools to function as a mediator to augment teaching, learning, and feedback exchange within that relationship in the workplace.  相似文献   

17.
Scaffolding is a common strategy in undergraduate nursing education; however, scaffolding education for nurse practitioner students is largely unexplored. Adult-Geriatric Acute Care Nurse Practitioner (AG-ACNP) students need activities to maximize improvement and opportunities for repeated practice and feedback on core skills and competencies. An on-campus residency experience was developed to scaffold skill development for AG-ACNP students and enable assessment by faculty. Each semester of their clinical sequence, students came to campus to participate in activities to improve their clinical reasoning skills and prepare for their future roles. Scaffolding of skills for AG-ACNP students results in improved clinical reasoning and role development.  相似文献   

18.
AimsFeedback is vital for the effective delivery of skills-based education. We sought to compare the sandwich technique and learning conversation structured methods of feedback delivery in competency-based basic life support (BLS) training.MethodsOpen randomised crossover study undertaken between October 2014 and March 2015 at the University of Birmingham, United Kingdom. Six-hundred and forty healthcare students undertaking a European Resuscitation Council (ERC) BLS course were enrolled, each of whom was randomised to receive teaching using either the sandwich technique or the learning conversation. Fifty-eight instructors were randomised to initially teach using either the learning conversation or sandwich technique, prior to crossing-over and teaching with the alternative technique after a pre-defined time period. Outcome measures included skill acquisition as measured by an end-of-course competency assessment, instructors’ perception of teaching with each feedback technique and candidates’ perception of the feedback they were provided with.ResultsScores assigned to use of the learning conversation by instructors were significantly more favourable than for the sandwich technique across all but two assessed domains relating to instructor perception of the feedback technique, including all skills-based domains. No difference was seen in either assessment pass rates (80.9% sandwich technique vs. 77.2% learning conversation; OR 1.2, 95% CI 0.85–1.84; p = 0.29) or any domain relating to candidates’ perception of their teaching technique.Conclusions & relevanceThis is the first direct comparison of two feedback techniques in clinical medical education using both quantitative and qualitative methodology. The learning conversation is preferred by instructors providing competency-based life support training and is perceived to favour skills acquisition.  相似文献   

19.
目的:探讨基于回馈教学的健康教育对安置永久起搏器患者疾病感知控制能力、自护能力及生活质量的影响。方法:选取2019年5月1日~2020年5月1日心律失常二科住院后行永久起搏器植入的患者108例为研究对象。将患者随机分为对照组50例和研究组58例,对照组进行常规健康教育,研究组在常规健康教育基础上进行基于回馈教学的健康教育。比较两组教育前后疾病感知控制能力[采用修订版控制态度量表(CAS-R)]、自护能力[采用自我护理能力测定表(ESCA)]及生活质量。结果:教育后,两组CAS-R中自我效能、心理控制源、习得无助感得分均高于教育前(P<0.01),且研究组均高于对照组(P<0.01);教育后,两组ESCA中自我概念、自护责任感、健康知识水平、自我护理技能得分高于教育前(P<0.01),且研究组均高于对照组(P<0.01);教育后,两组生活质量中心理状况、家庭关系、健康和功能得分高于教育前(P<0.01),且研究组均高于对照组(P<0.01)。结论:基于回馈教学的健康教育能提高安置永久起搏器患者的疾病感知控制能力、自我护理能力、生活质量,值得临床应用。  相似文献   

20.
目的探讨在外科护理学辅助教学实践项目中开展创客教育的应用效果。方法在我校2017级护理专业学生中随机抽取2个班,分别作为试验组和对照组。在32学时的外科护理学辅助教学实践项目中,试验组的54名学生开展创客教育,主要包括情怀故事引入、简单任务模仿、知识要点讲解、扩展任务模仿、创新激发引导、协同任务完成、成功作品分享7个环节,让学生围绕临床护理问题开展护理用物或方法的革新;对照组的52名学生在教师指导下在实验室进行操作练习,主要包括示教、分组练习、巡回示教、考核与总结几个环节。项目结束时,对两组学生进行实践技能操作考核,采用创造性思维测验对两组学生进行调查,同时采用自设问卷调查试验组学生对教学效果的评价。结果辅助教学实践项目实施后,两组学生的实践操作成绩差异无统计学意义(P>0.05),试验组创造性思维测验得分高于对照组(P<0.05),试验组学生对教学评价均分为(4.18±0.13)分。结论在外科护理学辅助教学实践项目开展创客教育,可以提高护理本科生的创造性思维,教学效果也得到大部分学生的认可。  相似文献   

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