PBL结合任务驱动法培养高职护生沟通能力效果研究

目的探讨问题导向学习(PBL)与任务驱动法对培养高职护生沟通能力的教学效果。方法选取某高职护理班126名学生为调查对象,随机分为实验组和对照组,每组各63名。对照组采用常规教育模式,实验组在此基础上采用PBL和任务驱动法进行教学,应用5维度沟通能力调查问卷和患者满意度调查问卷评估教学效果。结果实验组与对照组沟通能力(19.57±2.21)分比(11.54±1.90)分,t=21.87,P<0.01]、倾听能力(23.12±2.68)分比(14.32±2.70)分,t=18.36,P<0.01]、识别面部表情能力(17.07±1.99)分比(8.79±1.73)分,t=24.92,P<0.01]、识别肢体语言能力(13.45±2.07)分比(10.01±1.82)分,t=9.91,P<0.01]和识别声音声调能力(19.43±2.31)分比(10.97±1.59)分,t=23.94,P<0.01]各个维度得分均有改善,差异均有高度统计学意义(均P<0.01);实验组患者满意度评分在实习后3个月(88.58±6.49)分],6个月(82.54±4.96)分],12个月(81.79±5.34)分]高于对照组(83.59±5.77)、(79.60±5.33)、(77.30±4.91)分],差异均有统计学意义(P<0.01),各月人均护患纠纷(投诉)发生次数均低于对照组,差异均有统计学意义(P<0.01)。结论应用PBL和任务驱动法教学模式可有效的提高学生的沟通能力,降低护患纠纷的发生。

The application effect of problem-based learning and task-driven peda- gogy in higher vocational nursing education

Objective To investigate the teaching effect of problem-based learning（PBL） and task-driven pedagogy in nursing teaching. Methods 126 students of higher vocational nursing profession were selected as survey objects, and they were randomly divided into experimental group and control group, with 63 students in each group. Conventional education mode were carried out in control group, PBL and task-driven pedagogy were carried out in experimental group in addition, the application effect were assessed by questionnaire survey including five dimensions communication ability questionnaire and patient satisfaction questionnaire. Results In experimental group and the control group,the scores of communicate ability （19.57±2.21） scores vs（11.54±1.90） scores, t = 21.87, P 0.01], ability to listen（23.12±2.68） scores vs（14.32±2.70） scores, t = 18.36, P 0.01）], ability to recognize facial expressions （17.07±1.99）scores vs（8.79±1.73） scores, t = 24.92, P 0.01], identify the body language ability （13.45±2.07） scores vs（10.01±1.82）scores, t = 9.91, P 0.01] and the ability to identify the sound and tone （19.43±2.31） scores vs（10.97±1.59） scores,t = 23.94, P 0.001] in two group were improved; the patient satisfaction scores of the experimental group after three months internship （88.58±6.49） scores], 6 months （82.54±4.96） scores], 12 months （81.79±5.34） scores] were higher than those of the control group （83.59±5.77）,（79.60±5.33）,（77.30±4.91） scores], the differences were high statistically significant（all P 0.01）, capita nursing disputes（complainant） occurrences in different months of the experimental group were less than those of the control group, the differences were high statistically significant（all P 0.01）. Conclusion The PBL teaching mode and task-driven pedagogy can effectively improve communication skills of students,and reduce the incidence of nursing disputes.