The effect of communication on nursing student outcomes in a Web-based course

This study compared the effectiveness of different instructional communication methods in a Web-based course on students' cognitive learning, satisfaction, and motivation to complete the course. A total of 174 undergraduate nursing students were selected randomly and assigned to experimental or control groups. Instruments included a demographic data form, two examinations on course material, a course satisfaction scale, and calculation of completion rates. All students received identical didactic Web-based instructional materials. However, type of communication varied among groups. No significant group differences were found for cognitive learning or motivation to complete the course. A significant group difference was found for student satisfaction with the course, indicating carefully planned communication strategies can improve satisfaction. A need for technical support also was evident. More research is needed to determine the best strategies to enhance student learning outcomes and decrease student attrition in Web-based courses.     

Using Web technology in a clinical nursing course

Course management software (WebCT Lynnfield, MA) can be used to link baccalaureate nursing students, the instructor, and the course content to build professional community and develop clinical knowledge. Communication, collaboration, coaching, and cognitive apprenticeship strategies are integrated into the infrastructure of a clinical nursing course to support the transition from student to novice nursing practitioner     

基于岗位工作过程建设《常用护理技术》课程

常用护理技术是护理专业培养职业能力的基石,我院以工学结合为切入点,充分发挥教学医院的优势,由校企专兼职教师、行业知名专家合作开发基于临床护理岗位工作过程的课程标准,明确了5个典型工作任务的职业能力要求,将5个典型工作任务所需要的职业能力归并形成适宜教学的工作任务,进而转化为临床护理岗位最常见的22个项目,以这22个项目为导向,开展情境性原则和科学性原则并重的项目导向教学模式,充分发挥了专兼职教师的作用和校内外教学基地的功能,实现课堂与实训地点一体化、校内学习与实际工作的一致性;护生在自己动手的过程中,学会职业技能,知道专业知识,实现理论知识与实践技能的高度融合,从而构建属于自己的经验和知识体系.     

Levels of computer education for professional nursing. Development of a prototype graduate course

Leveling computer education for professional nurses at the undergraduate and graduate levels is presented via a four-tiered model. Foundational course content at level 2 for all graduate nursing students preparing for advanced nursing roles is described. A quasi-experimental study (N = 80) demonstrated the effectiveness of the course in terms of the attitude changes toward computerization and perceived knowledge about computer applications in nursing.     

社区灾害护理课程教学设计与效果

目的 探讨在护理本科生社区护理学灾害护理课程的设计方法及运用效果.方法 针对课程标准对课程教学内容和具体方法进行了探索性设计,主要强调了情景再现在社区灾害应对教学中的运用,并采用自制灾害能力调查问卷对90名护生进行灾害应对知识掌握情况的调查.结果 课程设计能有效提升护生对灾害相关知识的储备水平(P＜0.01);能提升护...     

微格教学在中医护理临床教学中的应用

目的探讨微格教学在中医护理技术教学中的应用效果。方法将我校2012级本科护理专业4个班的192名学生分为试验组(96名)和对照组(96名),两组的教学内容均为中医护理技术的实训操作。对照组采用传统教学方法,即教师示教—学生练习—学生反示教—教师点评。试验组采用微格教学法,即教师示教—观看操作录像—学生讨论—学生练习—录制反示教录像—观看反示教录像—师生点评。比较两组学生中医护理技术操作考试成绩,并对教学方法进行问卷调查。结果微格教学组中医护理技术操作考试成绩明显高于对照组(P<0.01),试验组学生对教学方法的评价较高。结论微格教学法显著提高技学生能考核成绩,有利于提高学生自主学习能力,有利于提高团队合作能力,有利于提高教师教学反思能力。     

多媒体辅助教学在《护理学基础》教学中的应用及思考

目的了解多媒体辅助教学在《护理学基础》教学中的应用效果及相关因素。方法对257名护理专业学生就《护理学基础》多媒体课堂教学过程中的有关情况进行问卷调查。结果83.7%的学生对多媒体辅助教学感兴趣,62.7%的学生认为多媒体辅助教学对《护理学基础》教学效果有促进作用。主要优势在于“图文规范、声像清晰”、“形式生动,富有吸引力”、“解决难以理解的抽象问题”。影响教学效果的主要不足为“资料过多过快,无暇抄笔记”、“信息量过大,难以消化”、“注意力转移到课件,无暇听老师讲课”。结论正确认识和运用多媒体辅助教学才能真正地发挥多媒体教学的优势。     

“工作过程系统化”儿科护理课程的构建实践

为缩短高职护理专业课程与临床的距离,实现教学与临床对接,通过岗位调研、制定课程标准、设计“教学做一体化”的教学方案等构建“工作过程系统化”儿科护理课程,教学中以临床案例为载体,在仿真的学习情境中组织教学,增强了护生利用所学知识解决临床实际问题的能力,同时也提高了教师的业务水平和教改能力,获得护生和教师的一致好评。     

在男护生中开展护理情感教育对其职业态度的影响

目的 探讨在男护生中开展护理情感教育对其职业态度的影响.方法 将2005级48名男护生随机分为实验组和对照组,每组24名.实验组有针对地进行护理情感教育,对照组没有进行针对性的情感教育.观察两组学生在有无情感教育的情况下其职业态度的差异性.结果 两组学生在职业态度上有明显差异性,实验组学生职业态度明显比对照组好.结论 护理情感教育对于男护生的职业态度具有积极影响.