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<护理学基础>的实践教学是培养护生创造能力和实践能力的重要途径和方法.但目前该课程的教学与护理实践之间,存在着一定的差距.通过对课堂教学、临床课间实习以及毕业实习3个教学环节的系统化管理,不断的深入和提高<护理学基础>实践教学的效果.同时对护生实践能力的培养也必须是与护生其他综合能力的培养同时进行,它们相辅相成,互相促进,不能割裂开来. 相似文献
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[目的]通过开发并实施基于岗位能力的《护理岗位能力综合实训》课程,提高护生的临床综合能力。[方法]于实习前对2010级护理专业(三年制)468名护生开设60学时的《护理岗位能力综合实训》课程,课程开设前后采用统一的方式对护生进行护理综合技能考核;实习后采用问卷调查护生对课程实施效果的评价,并随机抽取160名临床带教老师对护生的临床综合能力进行评价。[结果]课程结束后,护生的护理综合技能较课程开设前明显提高(P0.01);护生对实训课程持肯定态度,除创新能力以外,其余各项指标的认同度均在90%以上;临床带教老师对护生综合能力的评价中,除应变能力外,其余各条目认可度均在90%以上。[结论]实习前开设基于岗位能力需求的《护理岗位能力综合实训》课程,激发了护生的学习兴趣,提高了护生的临床综合能力和适应能力,缩短了护生从学校到临床的距离。 相似文献
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目的:构建基于BOPPPS模型的基础护理学线上教学模式,探索该模式的教学效果.方法:选取2018级本科261名护理专业学生(以下简称护生)为观察组,选取2017级本科259名护生为对照组.观察组依托BOPPPS教学理论模型,结合超星学习通、钉钉和虚拟仿真平台的教学路径构建基础护理学线上教学模式,并对2018级护生开展线上教学实践,对照组实施传统面授教学,回顾传统面授教学的2017级护生的学习成绩,与观察组2018级护生进行对比研究.同时使用自行设计的问卷调查2018级护生对线上教学效果的评价.结果:干预后观察组护生基础护理学平时、理论及综合成绩均明显高于对照组(P<0.05);操作成绩明显低于对照组(P<0.05).89.66%的护生认为自主学习能力得到提升.结论:基于BOPPPS模型的基础护理学课程线上教学模式能增强护生自主学习能力,提高教学质量,但操作课程的线上教学方法还需进一步改进. 相似文献
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[目的]检测本科护生临床实习评价的有效性与区分性。[方法]对某大学护理学院2000级(69人)、2001级(84人)本科护生的临床综合实习成绩与临床主干课程理论成绩、护理学基础成绩进行相关性分析,并将两个年级临床主干课程理论成绩、护理学基础成绩的高分组与低分组的临床综合实习成绩进行比较。[结果]本科护生临床主干课理论成绩与护理学基础成绩呈正相关,而临床综合实习成绩与临床主干课理论成绩、护理学基础成绩相关不稳定;两个年级临床主干课理论成绩、护理学基础成绩高分组与低分组在临床综合实习成绩上无统计学差异。[结论]本科护生实习评价有效程度不高,区分性差,需要为本科护生实习建立相应的评价指标体系,以保证实习评价的准确性和客观性。 相似文献
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罗先武 《中华现代护理杂志》2014,(34):4384-4386
目的:在《护理学基础》教学中构建理论实验临床实习的同步式教学模式,并评价其应用效果。方法在《护理学基础》课程教学中,按照理论学时:实验学时:临床实习学时为1:2:4的模式组织实施同步式教学。课程结束后,采用自行编制的《同步式教学模式教学效果调查问卷》和开放式问题对60名护理本科生进行调查。结果86.7%的护生认为同步式教学加深了理论知识和操作技能之间的联系;85.0%的护生认为同步式教学有利于培养学生的临床思维能力;85%的护生认为同步式教学有利于操作技能的应用;80.0%的护生认为同步式教学缩短了技能教学与临床实践之间的差距。结论同步式教学模式有利于护生操作技能的掌握和临床能力的培养,值得在高等护理本科院校中推广应用。 相似文献
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本科护生临床实习评价有效性与区分性分析 总被引:1,自引:0,他引:1
[目的]检测本科护生临床实习评价的有效性与区分性。[方法]对某大学护理学院2000级(69人)、2001级(84人)苓科护生的临床综合实习成绩与临床主干课程理论成绩、护理学基础成绩进行相关性分析,并将两个年级临床主干课程理论成绩、护理学基础成绩的高分组与低分组的临床综合实习成绩进行比较。[结果]本科护生临床主干课理论成绩与护理学基础成绩呈正相关,而临床综合实习成绩与临床主干课理论成绩、护理学基础成绩相关不稳定;两个年级临床主干课理论成绩、护理学基础成绩高分组与低分组在临床综合实习成绩上无统计学差异。[结论]本科护生实习评价有效程度不高,区分性差,需要为本科护生实习建立相应的评价指标体系.以保证实习评价的准确性和客观性。 相似文献
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《护理研究》2016,(4)
[目的]通过开发并实施基于职业核心能力培养的护理综合实训课程,提高护生的岗位胜任力。[方法]于实习前对2013级护理专业(三年制)472名护生开设60学时的护理岗位能力综合实训课程,课程开设前后采用理论考核、临床综合技能考核及问卷调查的方法分析教学效果。[结果]课程结束后理论考核成绩、临床综合技能考核成绩显著优于课程开设前,护生对实训课程持肯定态度,除创新能力以外,其余各项指标的认同度均在90%以上。[结论]实习前开设基于核心能力的护理综合实训课程,综合应用以问题为导向的教学法、情境教学法等多种教学方法,激发了护生的学习兴趣,提高了护生的综合运用各种知识分析问题、解决问题的能力,使护生尽快适应从学校到医院的转变。 相似文献
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PBL结合传统教学法在基础护理学实验教学中的应用研究 总被引:2,自引:2,他引:0
目的:探讨在<基础护理学>实验教学中应用PBL结合传统教学法的教学效果.方法:随机选择我院护理专业两个班分别设为实验组和对照组,实验组实施PBL结合传统教学法,对照组实施传统教学法,通过护生技能考试及问卷调查评价教学效果.结果:实验组护生技能考试成绩高于对照组,实验组护生教学效果评价各项得分均高于对照组(P<0.01).结论:PBL结合传统教学法优于传统教学法,在<基础护理学>实验课教学中取得了良好的教学效果,并且培养了护生的综合能力. 相似文献
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在《护理学基础》教学中护生循证意识的培养 总被引:2,自引:0,他引:2
目的探讨循证护理的教学效果,培养和提高护生的循证意识.方法在<护理学基础>课堂教学中应用循证护理的教学方法,课程结束后进行理论考试及问卷调查.结果循证护理应用于<护理学基础>教学可调动护生学习的积极性、培养护生的循证意识,提高护生解决临床实际问题和护理研究的能力.结论要提高护生的循证意识和知识,必须把循证护理的知识和方法融入护理教学中. 相似文献
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目的探讨护理本科院校理论教学与临床实践的差距。方法采用现象学研究方法,对12名临床护理教师和18名本科护理专业实习学生进行深度访谈。结果导致护理本科院校理论教学与临床实践差距的主要因素有:部分书本知识更新滞后于临床发展;学校部分课程设置与课时安排不合理;学校教学情境与临床实践情境不一致;基础护理教学与临床实际应用的侧重点不同;学校教师与临床教师沟通欠缺等。结论为缩短理论与实践的差距,应发展与临床紧密结合的护理师资队伍,注重培养学生评判性思维和应变能力,优化课程设计,合理安排学生实践。 相似文献
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PBL教学法在本科护生耳鼻喉科临床护理教学中的应用 总被引:3,自引:3,他引:0
目的:探讨PBL教学法在本科护生耳鼻喉科临床护理教学中的应用效果。方法:将82名本科护生随机分为PBL组和对照组各41例,分别采用PBL教学法和传统带教方法进行耳鼻喉科临床护理教学。实习1个月后,对两组护生综合考核成绩和各项能力指标进行测评。结果:PBL组综合考核成绩和各项能力指标均明显高于对照组(P0.05或0.01)。结论:PBL教学法能使本科护生更好地将护理理论知识与临床实践相结合,明显提高护生耳鼻喉科临床护理综合实践能力。 相似文献
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Safeguarding children teaching is a required component in all pre-registration nursing curricula. A structured approach to this teaching as part of preparation for registration as a children's nurse was developed jointly by the Course Leader and the Designated Nurse for Safeguarding Children. This approach aims to equip children's nurses with the necessary theoretical knowledge and practical skills needed for safe practice. A key element in this curriculum is simulation, where students must assess injuries on manikins, select and complete appropriate documentation, and perform a nursing handover. Simulation has recognised value in nurse education but its use in safeguarding children teaching for student children's nurses has not previously been widely reported.This small-scale qualitative study explored the student experience and the impact of simulation teaching in the development of relevant knowledge and the core safeguarding skill set of observation, interpretation, documentation and communication.The methodology for this small, qualitative study was triangulated, comprising observation of the simulation teaching and two sets of semi-structured interviews. The resultant data was investigated using thematic analysis.The outcome of the study suggested that students were able to transfer learning from the simulation into clinical practice, and that simulation as an approach to safeguarding children teaching resonated with the students' preferred learning style and merits further consideration and evaluation. 相似文献
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目的:研究整体护理观对护生实习前技能训练的影响。方法:研究对象为高职护理专业4个班的学生248人,随机分成实验组和对照组各124人。对照组采用传统的训练方法,实验组采用整体护理观指导下的训练方法,训练时间为4周。训练结束后,比较两组护生的技能考试成绩,并采用问卷调查临床带教教师的评价。结果:实验组的技能成绩高于对照组;临床带教教师评价结果,实验组护生在操作能力、沟通能力、礼仪修养、应变能力、适应能力、服务态度、专业态度维度及总均分均高于对照组(P0.01,P0.05)。结论:整体护理观指导下的护理技能训练模式培养了护生以操作能力为首的综合能力。 相似文献
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分层次日目标在内科护理教学中的应用 总被引:2,自引:0,他引:2
目的观察分层次日目标在内科护理教学中的应用效果。方法选择2005年7月~2006年6月在内科实习的93名护生为对照组,采用分层次周目标教学;2006年7月-2007年6月在内科实习的119名护生为实验组。采用分层次日目标教学,比较两组护生实习总成绩和应用护理程序能力情况。结果观察组护生实习总成绩为(88.7±3.6)分,对照组护生为(86.4±4.4)分,两组总成绩比较,t=-3.96,P〈0.01,差异有统计学意义。观察组护生应用护理程序综合考试成绩为(86.1±4.8)分,对照组护生为(83.4±5.2)分,两组成绩比较,t=-3.91,P〈0.01,差异有统计学意义。结论分层次日目标在内科护理教学中的应用提高了临床教学质量,同时也提高了带教老师学习的积极性。 相似文献
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Jarvis L 《British journal of community nursing》2000,5(12):590-595
A study was conducted to explore factors that impact on the clinical teaching role of community nurses involved in the education of pre-registration nursing students. Respondents were community nurses working in the Western Sydney Area Health Service in New South Wales, Australia. A self-report questionnaire was developed to collect data. Results indicate that community nurses are interested in clinical teaching, that it is an important part of their role and that they perceive themselves to be effective clinical teachers, with the majority indicating motivation to continue developing their clinical teaching skills. Aspects of clinical teaching important to community nurses included facilitating the transition of education from theory to practice, sharing expertise, knowledge and skills and maintaining high standards of nursing practice. There was little support for the view that community nurses experienced difficulty in managing the dual teaching and practice role. Approximately a third of participants reported that being with a student on a one-to-one basis could be stressful. Strategies to assist community nurses in their clinical teaching role were identified. 相似文献
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Evaluation of learning and the development of prelicensure nursing education include an exploration of new teaching models and techniques for student learning assessment. The utilization of high-fidelity human simulation in nursing provides nursing faculty and students the opportunity to expand the boundaries of conventional learning from an instructional paradigm to a blending of modalities that enrich the student experience and provide an avenue for self-determined learning. The inception of computer-generated high-fidelity human simulation technology into the undergraduate nursing curriculum generated this correlation study, which examined two separate groups of senior baccalaureate nursing students' reported self-efficacy for providing family-centered care. This research examined each group of students' reported self-efficacy on the first day of the pediatric semester before and after simulation and on the last day of the pediatric semester before and after simulation. In addition, the relationship between two senior baccalaureate nursing student groups' reported self-efficacy at four data points was examined. The concluding data identified that senior baccalaureate nursing students have unrealistic self-assessments of their clinical knowledge and nursing performance capabilities before simulation scenario participation. The perceived ability of undergraduate students to self-identify their previously acquired knowledge and transferable clinical reasoning to family-centered situations is inaccurate. Human simulators are an effective teaching and learning modality in measuring factors that affect student outcomes. 相似文献