组织实施护理PBL教学查房的行动研究

目的探讨在护理学生毕业实习中实施PBL教学查房的方法，在内科、外科、妇产科、儿科中开展教学方法改革。方法在为期10个月的毕业实习中开展16次PBL教学查房，采用Lewin的行动研究框架，以计划、行动、观察、反思4个步骤进行螺旋式循环实践，评价方案实施的效果，采用PBL学习体验评估量表调查学生PBL教学环境体验，反思PBL教学查房中值得注意的问题。结果通过培训、集体备课、观摩、访谈和查房等4轮循环完善了实施方案，44名学生的PBL学习体验评估量表总分为（81．83±10．42）分。本科生PBL学习体验评分为（89．45±8．47）分，高于专科生的（78．93±9．70）分，差异有统计学意义（t=3．165，P=0．003）。结论制定的PBL教学查房步骤经过行动研究实践的修改和完善，在内科、外科、妇产科、儿科中实施效果良好，实现了PBL教学方法的改革。

Action research on the implemention of nursing PBL teaching rounds

Objective To explore the method of the implemention of nursing PBL teaching rounds in the nursing graduation practice, and carry out the reformation of teaching methods in the Department of Internal Medicine, Surgery, Gynecology and Obstetrics, Pediatrics. Methods Sixteen times PBL teaching rounds were performed in a 10-month graduate internship, the Lewin＇ s action research framework which was consisted of the four steps including planning, action, observation, and reflection in spiral cycle was used to evaluate the effect of the implementation of program, the experience of students＇ PBL teaching environment was surveyed by the PBL learning experience assessment scale, and the noticeable problems on PBL teaching rounds were deeply thought. Results The implementation of the program was improved through the four cycles including training, prepare lessons together, observation, interview and rounds. The total scores of the PBL learning experience assessment scale from 44 students was （81.83 ± 10.42）. The score of the PBL learning experience assessment scale from undergraduate students was （89.45 ＋ 8.47）, and was （78.93 ± 9.70） from junior college student, and the difference was statistically significant （t = 3. 165, P = 0.003 ）. Conclusions The steps of PBL teaching rounds are modified and improved by the practice of action research, and are well implemented in the Department of Internal Medicine, Surgery, Gynecology and Obstetrics, Pediatrics, and the reformation of the PBL teaching methods is realized.