合作性学习在护理教学中的应用现状

<正>随着医学模式的转变和卫生保健体制的改革,护理人员的专业角色日益丰富,护理工作逐步扩大到各个方面,从医院服务到社区医疗服务,从注重疾病护理扩大到患者的整体护理,护理工作者在疾病诊断、预防保健、健康教育等领域均发挥了越来越重要的作用[1]。多元化的健康需求对护理专业人员的培养提出了更高的要求。传统的以教师为中心的教学方法使护理教学在课堂与临床之间存在一定程度的脱节现象[2]。护理教育亟需不断更新教学手段,重     

合作性学习模式在教学查房中的应用

临床实习是护生理论与实践相结合的重要环节，是培养护生实际工作能力，并向专业化角色转换的主要环节。临床实习中教学活动的安排对护生的学习兴趣和综合能力的培养产生直接影响。合作性学习是一种小组成员按照一定的互动结构进行互相学习的系统学习方法，是一种富有创意和实效的教育理论和策略体系，在促进学生发展方面有着独特的优势。我院自2004年8月-2007年7月在全院性教学查房中尝试采用小组合作学习法，     

护理实习生自主学习准备度及影响因素分析

目的 描述护理实习生自主学习准备度现状,并探讨临床教学因素对自主学习准备度的影响. 方法对上海5所医学院校631名护理实习生进行问卷调查,采用中文翻译版<护理自主学习准备度量表>和<临床教学情况调查问卷>分别测量护理实习生的自主学习准备度和临床教学状况. 结果护理实习生自主学习准备度总分(144.19±22.27)分,影响因素按照作用强度依次为是否喜欢护理专业、有无自我感知学习困难、有无小组学习、问题解决培训教学培训经历、对临床教师的满意度.复相关系数R=0.378,R~2=0.143. 结论护理实习生自主学习准备度相对较低,应重视护理学生的自主学习准备度的培养,进一步探讨适合的教学方法.     

合作性学习模式在"健康评估"教学中的应用

通过3期护理大专“健康评估”实验课采用合作性学习模式的教学实践,验证了合作性学习模式在评估技能教学中的作用,即合作性学习模式符合现代教学规律,提高了学习效果和合作能力,尤其对学生的临床思维和人际互动作用较大,该模式可行有效。     

合作性学习模式在高职护生临床护理技能培训中的应用

目的：探讨合作性学习模式在高职护生临床护理技能培训中的作用.方法：将2011年实习的高职护生随机分为1、2班,1班为试验组,共36名,采用合作性学习模式进行临床技能培训.2班为对照组,共30名,采用传统教学法进行临床技能培训.结果：试验组护生技能操作成绩、学习兴趣、沟通技巧、学生关系、师生关系、团队意识、综合能力、学习效果、专业热爱显著优于对照组（P＜0.05）.结论：在高职护生临床技能培训中应用合作性学习模式可以提高护生的临床技能操作成绩,激发护生的学习兴趣,有利于护生自主学习能力的提高,加强护生和师生之间的沟通交流,培养良好的团队合作精神;同时有利于促进教师的主动学习,达到教学相长的目的.     

目标管理法在护理实习生带教中的应用研究

目的评价目标管理法在护理实习生带教中的应用效果。方法将2013届176名护理实习生作为试验组,采用清单制对实习带教进行目标管理;将2012届179名护理实习生作为对照组,应用常规带教法。比较两组实习生护理操作技能、综合能力考核成绩及对护理带教工作的满意度,并采用问卷调查试验组实习生自我评价的受益情况。结果试验组实习生护理操作技能、综合能力考核成绩及带教满意度均优于对照组(P<0.01)。试验组学生认为目标管理带教法能明确学习目标(176名,占100%),提高自我学习管理能力(164名,占93.2%),提高学习效果(155名,占88.1%),提升护理综合能力(155名,占88.1%)、提高护理程序应用能力(143名,占81.3%)及提高学习兴趣(136名,占77.3%)。结论目标管理法有助于实习生明确学习目标,提高自我学习能力和学习效果,提升护理程序的应用能力及护理综合能力,并确保各护理单元规范化、高质量的临床带教。     

合作性学习模式在高职护理专业教学评价中的应用

考试是对人的知识、技能、能力及心理特征的测定，既是对教学效果的有效检验，也是对教学内容的有力强化，更是培养学生综合能力的重要手段。它直接引导教师对不同教学方法的采用和对教学内容的取舍，也影响学生的学习思维方法，对整个教学过程起着举足轻重的作用。为此，根据教学目标，结合学生的情况和临床实际工作的特点，将合作性学习模式应用到教学评价中，并对其效果进行分析。     

品管圈在护理实习生临床教学中的应用

目的探讨品管圈活动在护理实习生带教工作中的应用效果。方法选取2014年护理实习生192名为试验组,成立护理带教品管圈小组进行带教学习;选取2013年护理实习生171名为对照组,按照实习大纲要求采用传统护理带教方式带教学习,最后通过对两组学生综合能力评价、带教教师对学生工作满意度评价、学生对带教教师及教学管理工作满意度评价进行分析,比较活动开展前后教学质量的差异。结果开展品管圈活动教学的试验组,学生在理论水平、实践操作等综合能力方面较对照组有了很大提高(P<0.05);带教教师对学生在学习态度、工作态度、工作能力、劳动纪律等方面评分均有所提高(P<0.05);学生对带教老师及教学管理工作满意度均有提高(P<0.05)。结论品管圈活动的开展提高了实习学生的综合能力,师生相互满意度明显提高,并改善了教学管理工作,提高了带教工作质量。     

罗杰斯人本主义学习理论在临床护理教学中的应用

目的探讨罗杰斯人本主义学习理论在临床护理教学中的应用。方法试验组121名学生采用将罗杰斯人本主义学习理论运用于临床护理教学中,主要突出以学生为主体的临床教学,重点在临床护理辅导小课、护理查房、操作示范、制订学习合同、反思日记方面进行改革;对照组100名学生采用传统的分阶段目标教学模式。结果试验组实习生临床护理能力的提高比对照组高(P0.05),学生和带教老师对教学模式的满意度均较好,试验组学生临床毕业综合技能考试成绩比对照组高(P0.05)。结论罗杰斯人本主义学习理论在临床护理教学中的应用有利于提高临床护理实习生临床护理能力,有利于促进临床教师自身素质的不断完善和提高,有利于提高临床教学质量。     

合作性考试模式在护理技能培训中的应用

目的探讨合作性考试模式应用于护理人员技能培训的效果。方法选取280名工作5-10年的护士，随机分为对照组和实验组各140名。对照组采取传统方式独立完成考试，实验组采用合作性考试，采用自制问卷调查2组护士对考试模式的认可程度。结果与采取传统方式的对照组比较，接受合作性考试模式的实验组成绩更好；问卷调查显示，100．0％的受培训护士认为培训增强了综合技能，培养了团队精神。结论合作性考试模式有助于培养护士综合分析解决问题和应变的能力，并能提高护士的协作能力和团队精神。     

合作学习教学模式在门诊护士职业礼仪培训中的应用

合作学习是以现代社会心理学、教育社会学、认知心理学、现代教育技术学等理论为基础,以教学目标为导向,以异质小组为基本形式,以教学各动态因素的互动合作为资源,以团体成绩为奖励依据的一种教学活动和策略体系[1].是一种富有创意和实效的当代主流教学理论和策略.为探讨合作学习教学模式在门诊护士职业礼仪培训中的应用效果,2007年5月-2009年5月我们将合作学习教学模式应用于门诊护士职业礼仪培训,收到满意效果,现报告如下.     

合作学习在护理本科临床专业课教学中的应用

目的评价合作学习在护理本科临床专业课教学中的应用效果。方法针对我院2009级和2010级本科生,在临床护理学-活动/休息课堂教学中的小组讨论、实验教学的情境模拟和示教室练习以及临床学习中采用合作学习方式。结果所有学生均认为有必要采用合作学习方式,99.07%的学生对合作学习的组织与安排感到满意,认为合作学习方式有助于对教学内容的理解和掌握,对培养团队精神、提高分析解决问题能力、提高沟通交流能力等都有较大帮助。两个年级该课程成绩分别为(86.01±4.27)分和(86.34±4.15)分,及格率均100%。结论合作学习应用于护理本科临床专业课中取得了较好的教学效果,受到了学生认可。     

Reflection and learning in student nurses

One aim of the reforms in nurse education is to produce reflective practitioners. The researcher teaches on a diploma programme and decided to see if there was any evidence that students, one year into a Common Foundation Programme, were developing reflective skills or if they were learning through reflection. Students in this study value reflection as a means of learning and it seems that reflection has led to behaviour change, problem-solving and personal and professional awareness as well as improved patient care. They value debriefing following experience and there is evidence that they would benefit from training in mental previewing techniques prior to embarking on new experience.     

Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses

Streaming video was used to support the learning of first year student nurses on a Life Sciences module, as one of many innovations designed to increase the range of resources and support available to students. This paper describes the background to this innovation, the procedures adopted and the results of extensive evaluation. The use of streaming video was evaluated in three applications in the module. A total of 656 students used online directed-learning sessions that incorporated streamed video. Just over half of these students actually viewed the video streams. Their feedback showed that 32% found access easy, 59% enjoyed using the resources, and 25% were very confident that they learned from them. Different types of video were used, and embedded in diverse ways, but the results were consistent across the three applications. They suggest that streamed video can contribute to useful resources to support learning by student nurses but, for a variety of reasons, it may not appeal or be adequately accessible to all students at present.     

护理本科实习生学习倦怠与元认知能力的相关性研究

目的了解护理本科实习生学习倦怠和元认知能力的现状及其相关性,为更好地开展临床护理教学,提高实习质量提供依据。方法采用大学生学习倦怠调查量表和元认知能力量表对128名护理本科实习生进行调查。结果学习倦怠条目均分为(2.7±0.6)分,学习倦怠的发生率为39.1%。元认知能力条目均分为(3.5±0.5)分。学习倦怠总分及各维度得分与元认知能力及4个维度得分均呈负相关(P<0.01)。结论护理本科实习生学习倦怠水平较高,且元认知能力总体偏低。建议在今后临床护理实习中,护理教育者应着重培养护理本科生的元认知能力,提高学习兴趣,减少学习倦怠感的发生。     

Changes in the self and professional images of student nurses

This study tested hypotheses concerning the development of self-image and professional orientations among students of nursing in two Israeli schools (n = 235), one of which was religiously affiliated and the other secular. The study involved a longitudinal comparison of attitudes at the beginning of the programme of study and after 3 months, and a cross-sectional comparison of the attitudes of students in each of the 3 years of the nursing programme. Based on a review of the literature, we predicted that the student's self-image and her image of the ideal professional nurse would grow more congruent during her studies. In addition, we predicted that her image of the ideal professional and the image held by her instructor would grow more congruent. The latter hypothesis was partly supported by the panel data and strongly supported by the cross-sectional data, whereas the hypothesis concerning self-image and professional image was not supported. No support was found for two other hypotheses predicting that religious students would show a greater tendency towards the expected changes. Instead we found that the gap between the religious students' professional image and that held by their instructors was greater than it was for the secular students. Moreover, the supervisors in the religious school had different images of the profession than their secular counterparts.     

Approaches to learning of student nurses

This paper presents findings from a study of student nurses' learning styles in an Institution of Higher Education in South Wales, United Kingdom (UK). The aim of the research was to evaluate students' approaches to learning as measured by a study process questionnaire (SPQ). The questionnaire is viewed as a reliable and valid measure of students' learning, and has been used extensively with students in higher education in Australia. The SPQ is a 42-item questionnaire measuring surface, deep and achieving approaches to learning. It was distributed to 300 student nurses attending the common foundation program of a preregistration-nursing course. Data were entered into SPSS Windows Release 10. The results indicated that many of the students were taking a surface approach or surface-achieving approach to their studies. There was little difference in results between undergraduates and diploma students or between students majoring in different nursing specialties. The deep and achieving approaches to learning scores correlated positively and significantly with overall mean assessment scores of students, the deep approach with Sociology scores and negatively and significantly with Psychology scores. The implications of these results are discussed in relation to curriculum design and the demands of higher education.     

Developing a professional identity: student nurses in the workplace

This analysis of the academic and student discourse about learning in the practicum in one Australian pre-registration Bachelor of Nursing course is part of a larger study examining the professional identity of undergraduate students in three professional groups: nursing, teaching and engineering. The focus group discussion of six student nurses reveals that the theories learned in the classroom are only partially useful preparation for the relationships required to work as a nurse in a people-laden workplace; students struggle to create meaning about practices that are not consistent with classroom theory; and students require support as they develop an identity of a nurse through the embodiment of practice work. The findings from this group support the view that the traditional approach to learning, as expressed in the documentation for the final practicum experience, where knowledge is certain, context-free, and disciplinary or subject focused, is insufficient to assist student readiness for the world of work. Recommendations emerging from this analysis are related to the university and provides some evidence for others teaching in nursing programs to reconsider their practices.