概念图教学法在护理本科生临床教学实习中的应用

目的 探讨在护理本科生临床教学实习中应用概念图教学的方法与效果.方法 选择35名三年级护理本科生,在临床护理学课程“活动/休息”部分的临床教学实习过程中应用概念图教学法.教学结束后,采用自行设计的问卷评价学生对概念图教学法的态度及评价.结果 学生对概念图教学活动实施效果的评价和态度得分最低为(4.77+1.03)分,最高为(5.57-0.61)分.结论 概念图是有效的临床教学方法,学生对概念图教学法持肯定态度.     

护理本科生对急救护理临床教学采用概念图方法的评价研究

概念图是一种能形象表达命题网络中一系列概念含义及其关系的图解[1],它由节点与链组成,节点代表概念,链代表概念之间的关系,概念之间的关系可能是单向的,也可能是双向或者无向的[2].     

护理本科生对急救护理临床教学采用概念图方法的评价研究

概念图是一种能形象表达命题网络中一系列概念含义及其关系的图解,它由节点与链组成,节点代表概念,链代表概念之间的关系,概念之间的关系可能是单向的,也可能是双向或者无向的。概念、命题、交叉连接和层级结构是概念图的4个图表特征。概念图作为一种简明有效的教学与评价工具,在国外护理界已经得到了广泛的应用,且证实了它的有效性和趣味性,而国内护理界尚缺乏此类研究。     

概念图在急救护理临床教学中的应用

[目的]探讨概念图在急救护理临床教学中的应用效果。[方法]将2004级护理本科实习生200人随机分为两组，实验组采用概念图策略教学，对照组采用传统方法教学。比较两组随场分散测验成绩和现场集体测验成绩。[结果]在随场分散测验和现场集体测验中，实验组成绩均高于对照组，两组比较差异有统计学意义。[结论]将概念图引入急救护理临床教学可有效提高护生的学习成绩，促进护生积极主动地学习.     

概念图在急救护理临床教学中的应用

[目的]探讨概念图在急救护理临床教学中的应用效果.[方法]将2004级护理本科实习生200人随机分为两组,实验组采用概念图策略教学,对照组采用传统方法教学.比较两组随场分散测验成绩和现场集体测验成绩.[结果]在随场分散测验和现场集体测验中,实验组成绩均高于对照组,两组比较差异有统计学意义.[结论]将概念图引入急救护理临床教学可有效提高护生的学习成绩.促进护生积极主动地学习.     

Care plans using concept maps and their effects on the critical thinking dispositions of nursing students

It is expected that nursing education improves abilities of students in solving problems, decision making and critical thinking in different circumstances. This study was performed to analyse the effects of care plans prepared using concept maps on the critical thinking dispositions of students. An experimental group and a control group were made up of a total of 80 freshman and sophomore students from the nursing department of a health school. The study used a pre-test post-test control group design. The critical thinking dispositions of the groups were measured using the California Critical Thinking Disposition Inventory. In addition, the care plans prepared by the experimental group students were evaluated using the criteria for evaluating care plans with concept maps. T-test was used in analysing the data. The results showed that there were no statistically significant differences in the total and sub-scale pre-test scores between the experimental group and control group students. There were also significant differences in the total and sub-scale post-test scores between the experimental group and control group students. There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students. In the light of these findings, it could be argued that the concept mapping strategy improves critical thinking skills of students.     

Nursing care plans versus concept maps in the enhancement of critical thinking skills in nursing students enrolled in a baccalaureate nursing program

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.     

概念图在护理专业学生评判性思维培养中的应用研究进展

随着医疗实践水平的不断发展,护士应该在全面考虑患者各种护理需求基础上,综合各学科相关知识,进行独立思考,为患者提供安全有效的护理。因此要求护士角色必须向评判思维者、问题解决者和有效决策者转变。目前,评判性思维能力的培养已成为近年护理教育领域的研究热点。国际护理认证委员会（the Commission on International Certification of Nursing）在护理课程设置中已把评判性思维作为一种必需的技能[1]。     

概念图在中职护理专业药物学基础教学中的应用研究

目的评价概念图在中职护理专业药物学基础教学中的应用效果。方法以中专护理专业两个班学生为研究对象,以班级为单位分为试验组和对照组。试验组在药物学基础课程中运用概念图策略进行教学,对照组运用常规教学策略。比较两组学生期末考试成绩的差异,并在课程结束后对试验组学生进行问卷调查。结果试验组学生期末考试成绩为(88.72±6.81)分,对照组为(79.71±6.22)分,试验组的期末考试成绩高于对照组(t=7.959,P0.001)。61.54%的试验组学生表示很喜欢概念图教学法,他们认为运用概念图对激发学习兴趣(53.85%)、培养自学能力(52.31%)、培养协作学习的能力(56.92%)以及发现问题、分析问题和解决问题的能力(50.77%)很有帮助。结论概念图教学法能提高中职护理专业学生在药物学基础课程中的学习成绩,并有助于提高学生的学习兴趣,培养学生自主学习能力及协作学习能力。     

概念图在培养护理本科学生评判性思维能力中的应用

目的 探讨概念图的临床教学对护理本科学生评判性思维能力的影响.方法 在妇产科教学中应用概念图进行教学,在概念图的临床教学前后用中文版评判性思维倾向量表测量并比较32名护理本科学生的评判性思维能力.结果 采用概念图教学后学生的评判性思维能力总分、开放思想和系统化能力维度得分较干预前提高,差异具有统计学意义(P＜0.01或...     

概念图评价临床护理思维初探

目的 探讨概念图评价临床护理思维的适用性.方法 联合四级评分法及标准图评分法对我院2008级护理本科生制作的急腹症护理概念图进行评价,并将概念图水平与学生期末病例分析题得分作相关性分析.结果 共收集概念图24份,平均(74.13±23.83)分,为中等水平;其中,属于差的1例(4.2％),较差6例(25.0％).四级评分得分由高到低依次是命题、层次、交叉关系和实例,其中实例为0分;概念图评级与病例分析题得分呈弱正相关(r=0.31,P=0.003).结论 学生对知识构建及逻辑性较好,但对疾病缺乏具体形象的认识,以及疾病的鉴别能力差.概念图能较好全面地评价学生临床护理思维.     

The effect of concept teaching in preparing nursing students for clinical practice

This experimental study compared three strategies for concept teaching, using concepts basic to interpretation of electronic fetal monitor patterns. Generic baccalaureate nursing students from two different universities were randomly assigned to one of three treatment groups. After the treatments were conducted (instruction), students' ability to identify concepts on fetal monitor patterns was tested before they entered the clinical setting, and again 6 to 7 weeks later, at the end of their clinical experience. The treatment group receiving instruction using all teaching variables prescribed in the Tennyson-Cocchiarella model for concept attainment (Group 3), had a significantly higher mean at p less than .05 on the first test than the other two groups. Differences were maintained on the second test. In fact, the mean of Group 3 was the same on the first test (prior to entering the clinical setting) as the means of the other two groups after completion of the clinical experience.     

A systematic literature review of accuracy in nursing care plans and using standardised nursing language

Background

Care planning is an essential part of nursing practice. Formulating nursing care plans within the framework of standardised nursing language warrants further examination.

概念构图教学法及其在护理教育中的应用

概念图是一种在国外特别是欧美国家广为盛行的教学策略,可以切实提高教师的教学效果,有效地改变学生的认知方式,促进学生的意义学习.现就概念图的定义、理论基础、特征、制作方法、作用及其在护理教育中的应用进行阐述,以期推动概念构图教学法在护理教育中的应用与研究.     

概念构图教学法及其在护理教育中的应用

概念图是一种在国外特别是欧美国家广为盛行的教学策略,可以切实提高教师的教学效果,有效地改变学生的认知方式,促进学生的意义学习。现就概念图的定义、理论基础、特征、制作方法、作用及其在护理教育中的应用进行阐述,以期推动概念构图教学法在护理教育中的应用与研究。