参与式教学法在“3+2”高等职业护理《外科护理》课程中的应用

目的探讨参与式教学法在"3+2"高等职业(高职)护理《外科护理》课程中的应用效果。方法 2015年9月至2016年1月,采用便利抽样法选择宁波卫生职业技术学院护理学院2015级"3+2"护理专业(口腔护理方向)2个平行班的104名学生为研究对象,按班级将104名学生分为对照组(50名)和观察组(54名),在《外科护理》课程的教学中分别采用传统的教学方法和参与式教学法,评价并比较教学改革实施前后两组学生《护理专业大学生自主学习能力测评量表》的评分及该课程的期末考核成绩。结果教学改革实施前,两组学生自主学习能力及其3个维度的得分差异均无统计学意义(均P0.05);教学改革实施后,观察组学生的自我管理能力、学习合作能力及自主学习能力得分均高于对照组学生,差异均有统计学意义(均P0.05);观察组和对照组学生的期末考核成绩分别为(79.50±4.69)、(75.74±6.17)分,两组比较,差异有统计学意义(t=3.52,P0.01)。结论参与式教学法的应用有助于提高学生的自主学习能力、学习成绩和综合素质,还有助于教师成长。

Application of Participatory Teaching Methods in Surgical Nursing for "3+2"Higher Vocation-al Nursing Students

Objective To explore the application effect of participatory teaching methods in surgical nursing course for "3+2"higher vocational nursing students.Methods By cluster convenience sampling method,104 students were selected and divided into observation group (n=54)and control group (n=50),and received traditional teaching method and participatory teaching method,respectively.The measure scale of autonomous learning competencies of nursing undergraduates was used before and after the experiment combined with the final grades to evaluate and com-pare the application effect.Results Participatory teaching methods was suitable for "3+2"nursing students,and it can improve the autonomous learning competencies in the two dimensions of self-management ability and study coopera-tion ability,and improve their grades.Conclusion Participatory teaching methods are helpful to improve students'au-tonomous learning competencies,grades and comprehensive quality,and promote teachers growth.