同伴教育在男护生《基础护理学》实践教学中的应用

目的：探讨男护生《基础护理学》实践教学中应用同伴教育的效果。方法选择护理本科专业2011级36名男护生作为观察组，运用同伴教育法组织教学，选择2010级32名男护生为对照组，施行传统方法教学。通过两组期末考核成绩及问卷调查来评价教学效果。结果观察组男护生期末理论及技能考试成绩分别为（57．68±4．34），（26．34±3．11）分，均高于对照组（54．34±4．15），（24．58±2.93）分，差异有统计学意义（t值分别为3．233，2．393；P＜0．05）；问卷调查结果显示教学效果方面，观察组男护生在职业认同感、学习兴趣、自信心、沟通交流和团队合作能力方面评价均优于对照组（P ＜0.05）；在动手能力、分析问题和创新能力方面，两组差异无统计学意义（P＞0．05）。结论同伴教育法能够提高男护生的职业认同感，增加男护生的学习兴趣和自信心，提高其《基础护理学》理论和技能考核成绩，并可增强其沟通交流和团队合作能力。

Application of peer education on the practical teaching of fundamental nursing for male nursing students

Objective To explore the effect of peer education on the practical teaching of fundamental nursing for male nursing students .Methods Thirty-six male nursing undergraduate students from Grade 2011 were chosen as the observation group , and received the peer education .Thirty-two male nursing undergraduate students from Grade 2010 were chosen as the control group , and received the traditional teaching .The teaching effect was evaluated by the score of final examination and questionnaire in two groups .Results The scores of theory and practice test were respectively （57.68 ±4.34）, （26.34 ±3.11） in the observation group, and were higher than （54.34 ±4.15）, （24.58 ±2.93） in the control group, and the differences were statistically significant （t=3.233,2.393, respectively; P 〈0.05）.The result of questionnaire on the teaching effect showed that the professional identification , learning interest , self-confidence , communications and collaboration abilities in the observation group were better than those of the control group （P〈0.05）, and no differences were found in the abilities of operation, problem analysis and innovation between two groups （P 〉0.05）. Conclusions Peer education can improve the professional identification in the male nursing students , and increase their learning interest and self-confidence , and improve their scores of theory and practice test in the fundamental nursing , and increase their abilities of communications and collaboration .