基于问题的学习教学法在儿科临床护理教学中的应用

[目的]探讨基于问题的学习教学法在儿科临床护理教学中的应用效果。[方法]将148名在四川省人民医院儿科实习的护士随机分为试验组76名和对照组72名,对照组用传统教学法,试验组用基于问题的学习教学法,比较两组实习护士出科考试成绩、书写整体护理病历的质量,调查两组实习护士对教学方法的认知评价。[结果]两组实习护士理论考试成绩比较差异无统计学意义(P>0.05),技能考试、护理病历书写质量和对教学方法的认知评价比较差异有统计学意义(P<0.05)。[结论]在儿科临床护理教学中使用基于问题的学习教学法能充分调动实习护生的学习兴趣,提升其综合素质,促进职业能力的培养,从根本上提高儿科临床护理教学质量。     

护理专业学生对临床情境下基于问题的学习问诊体验的研究

目的探讨学生对临床情境下基于问题的学习(problem-based learning,PBL)问诊的体验。方法对12名完成临床PBL问诊学习的学生进行半结构式访谈,了解学生的体验,用Colaizzi内容分析法对资料进行分析。结果共提取"压力与挑战""应对方式""感知的教师支持""收获与反思"4个主题。结论基于临床PBL的问诊学习有助于培养学生的问诊技能、提升护理专业认同感。建议下一步在学生进入临床问诊前增加基于标准化病人的模拟问诊教学和病历书写教学。     

启发式教学结合基于问题的学习教学法在护理本科实习生教学中的应用

目的:探讨启发式教学结合基于问题的学习(PBL)教学法在护理本科实习生教学中的应用效果。方法:将2018年1月至2019年1月在深圳市罗湖区人民医院手术室临床实习的2015级本科护理专业80名学生(以下简称护生)纳入研究,按随机数字表法分为研究组与对照组,各40名。对照组护生采取传统一对一带临床带教模式,研究组采取...     

调动学生的自主学习能力 提高基于问题的学习的教学成效

提出了调动学生的自主学习能力是提高PBL教学成效的重要因素,并分别介绍了时间管理能力、信息利用与信息素养能力、临床思维能力与元认知技能和语言表达能力的概念、特征,以及这些能力如何在PBL教学中有效地使用。     

基于问题的学习教学法在外科护理学教学中的应用研究

探讨基于问题的学习(problem-based learning,PBL)教学法在外科护理学教学中的应用及效果。选择外科护理学中的乳房肿瘤患者的护理编写病例,对2010级1²班96名学生采用PBL教学法4学时。结果PBL教学法应用于外科护理学教学,可使学生变被动学习为主动学习,拓展了学生的知识面,同时极大地提高了学生自主学习、分析和解决问题、评判性思维、归纳和总结、语言表达和团队协作等多方面能力,提高了外科护理学的教学效果。     

不同年级护理本科生基于问题的学习法体验评价

目的探讨不同年级护理本科学生对基于问题的学习法(PBL)体验的评价。方法根据Dundee教育环境评估量表(Dundee Ready Education Enviroment Measure,DREEM)改良形成PBL学习体验量表,对3个年级的护理本科学生进行问卷调查。比较各年级学生的体验总分、维度得分和条目得分差异。结果 PBL学习体验总分分别为:四年级(136.67±20.26)分、三年级(150.56±22.65)分、二年级(138.66±22.67)分。除"PBL教师评价"外,三年级的学习体验总分和各维度得分均显著高于四年级和二年级(P<0.01)。结论各年级学生的PBL学习体验评价总体较好;加强教学前方法引导,开展持续的PBL教学,扩充教师队伍,提高教师的引导质量有利于提升PBL的教学质量。     

我院基于问题的学习中存在问题分析与对策

介绍哈尔滨医科大学护理学专业多门课程开展基于问题的学习(PBL)过程中的经验与教训,总结利弊得失,分析问题症结所在,探讨PBL教学的有效方法与手段。树立以学生为本的教育观念,广泛吸收国内外先进经验,主张因课程、因内容有选择性地开展PBL教学,提倡循序渐进,逐步推广,持续改进,不断提高。     

PBL教学法在麻醉护理临床教学中的应用

麻醉护理学是一门理论性和实践性均很强的临床专科,专科护理实践教学改革已成为当前麻醉护理教学发展的重要方向,而目前传统的教学模式及情景教学模式或基于案例的学习(CBL)均难以满足当前临床麻醉护理教学要求.基于问题的学习(PBL)的立体教学模式逐渐进入临床,并得到长足发展.该科护理采用PBL教学模式,成功地激发了学生的积极性和创造性,培养了学生良好的团队合作精神及临床护理思维模式,提高了学生们解决临床护理问题的能力,同时也加深了师生互动交流,达到了教学的目的.     

以问题为基础的教学法在护理教学中应用的反思和建议

分析以问题为基础的教学法在我国护理教学中的应用现状,针对以问题为基础的教学法在我国护理教学中亟待解决的问题进行反思并在此基础上提出建议,为完善以问题为基础的教学法在护理教育中的应用提供参考。     

护理专业调剂生对学习认知适应性的调查分析

[目的]了解遵义医学院调剂到护理专业的学生对学习认知的适应现状,以帮助护理专业调剂生尽快适应本专业的学习。[方法]采用问卷调查法,自行设计调查问卷,调查60名护理专业调剂生对学习认知的适应性。[结果]23名护理专业调剂生认为未选择护理专业的主要原因是认为护理工作压力大,31名护理专业调剂生认为被调剂对学习不适应、在学习上受到很大影响;42名护理专业调剂生认为对护理专业感觉一般。[结论]护理专业调剂生对调剂服从专业不了解,在学习程度上受到很大影响,表现明显不适应;应对被调剂到护理专业的学生给予更多的关注,帮助调剂生更好地认识以及更快地适应护理专业,培养其对护理专业的认同感和学习兴趣,建立正确的价值观和事业观。     

Investigation of nursing students' knowledge of and attitudes about problem-based learning

PurposeTo investigate nursing students' knowledge of and attitudes about problem-based learning (PBL).MethodsA total of 1200 students were surveyed at eight nursing colleges in Hunan Province.ResultsIn all, 1037 valid questionnaires were returned, for an effective return rate of 86.4%. Some 54.4% of the students learned that PBL was a pedagogical method from teachers, and 27.8% of the students had participated in PBL courses. Almost all of students (97.6%) were interested in PBL, and 66.7% of survey participants believed that students who were not good at solving problems would have difficulty in PBL courses.ConclusionNursing educators should guide students to adapt to new learning approaches, and encourage students to participate in the teaching reform to promote students' autonomous learning ability, innovation ability, and comprehensive ability.     

Initial experiences of interprofessional problem-based learning: a comparison of male and female students' views

Few studies have considered the contribution of problem-based learning (PBL) to interprofessional education, and even fewer have examined whether women and men evaluate PBL differently. This paper examines first year occupational therapy and physiotherapy students' evaluations of their initial participation in PBL, during an interprofessional module focusing on communication skills and patient-focused approaches to care. Questionnaire data included attitude ratings and qualitative evaluations of PBL. A total of 133 females and 24 males responded (comprising 83% of the total cohort). Most students were positive that PBL contributed to both personal learning and team-working skills. Both female and male students felt able to express their opinions within the seminar groups and were positive that their understanding of therapists' roles within the multidisciplinary team had increased. However, women expressed rather more trust in the information provided by other students, confirmed greater enjoyment in taking responsibility for their own learning and had more positive views about working with students from another course. In their qualitative comments, more women made reference to enjoying the social aspects of PBL (such as group work, support and collaboration). The gender differences were not substantial but those that were observed support previous researchers' arguments that women are more inclined to be 'connected learners' who value the social aspects of learning contexts. The findings overall suggested that PBL made a positive, well-received contribution to learning during an interprofessional module.     

Theory frame of problem-based learning

PBL is alearning method of regarding student as the cen-tre,and can make students participate group study in thecourse of studying,in order to promote and study in depth.This kind of study encourages students to become the leadingtype learners and offer t…     

临床阶段性学习对学生基础护理知识和职业情感的影响

目的 探讨临床阶段性学习在护理学基础教学中的可行性,使学生在学习专业知识的同时获得职业情感的培养.方法 便利抽取北京协和医学院护理学院本科学生共58名为对象,针对临床学习不同阶段对其进行护理知识和职业情感的调查.结果 本组学生第1-4阶段的成绩分别为(17.45±2.61)分、(16.00±2.11)分、(13.04±...     

Thai nursing students' adaption to problem-based learning: a qualitative study

Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines’ education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional forms of didactic, teacher-centred forms of teaching. In this qualitative study, 25 undergraduate nursing students in northern Thailand were interviewed about their experiences with problem-based learning in a health promotion subject. Content analysis was used to interrogate interview data, which revealed four categories: adapting, seeking assistance, self-development, and thinking process development. Initially participants had mixed emotions of confusion, negativity or boredom in the adaption process, but expressed satisfaction with creativity in learning, group work, and leadership development. They described increased abilities to problem solve and think critically, but struggled to develop questioning behaviours in learning. Socio-culturally in Thai education, students have great respect for teachers, but rarely question or challenge them or their learning. We conclude that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula.     

以问题为基础的教学法在神经内科临床带教中的应用研究

目的探索以问题为基础的教学法(problem-based learning,PBL)在神经内科护理本科生临床见习带教中的应用效果。方法将在神经内科临床见习的96名护理本科生分为两组,对照组按传统带教方法带教,试验组按PBL教学法带教。结果试验组在见习报告成绩、对教学效果的评价及对教学方法的支持程度上均优于对照组(P<0.01)。结论在神经内科护理本科生临床见习带教中使用PBL教学法,可提高学生的学习积极性、主动性及分析和解决问题的能力。     

护理本科生对毕业论文认知状态的调查分析

目的通过调查护理本科生对毕业论文的自评态度、参与撰写毕业论文的情况及其在完成毕业论文期间的期望,分析其对毕业论文的认知状况并提出相应的建议,为改进护理科研教学、毕业论文写作教学及管理提供科学依据。方法 2009年9月至2010年4月,采用自行设计的问卷对在广东地区实习的2010届136名护理本科毕业生进行调查。结果仅有33.1%的学生认为有必要写论文;18.4%的学生表示自己重视毕业论文;21.3%的学生被催促才匆忙选题。论文指导教师的投入程度与学生对毕业论文的态度有较明显的相关性(P<0.05)。半数以上学生在完成毕业论文期间希望能获取更多的教学资源。结论学生对撰写毕业论文认知不足,参与撰写毕业论文的主动性较低,应注意培养护理专业学生的科研兴趣,提高其对毕业论文的认知水平;建立督导检查机制,提高指导教师对护理专业学生毕业论文指导的投入程度;加强学校及临床教学医院对毕业论文的教学管理,确保学生毕业论文的质量。     

以问题为基础的教学法在护理本科生风湿科实习中的应用

目的 探讨以问题为基础的教学法（PBL）在护理本科生风湿科实习中应用的效果.方法 将90名护理本科实习生按时间顺序分为试验组和对照组,试验组58名采用PBL教学,对照组32名采用传统的带教模式,学生实习结束时,进行出科考核和临床综合能力评价.结果 试验组考核成绩明显优于对照组（P＜0.01）,临床综合能力明显提高.结论 PBL教学法能促进护理本科实习生学习积极性和提高临床分析、解决问题的能力.     

以问题为基础的学习在高职院校护理学基础课程中的应用

目的探讨以问题为基础的学习(problem-based learning,PBL)在高职院校护理学基础课程教学中的应用方法和效果。方法从2010级护理专业学生中随机抽取2个班,1个班为试验组,青霉素过敏试验、冷热疗法、危重患者的抢救与护理、静脉输液反应4个内容采用PBL教学法,其他内容采用传统教学法;另1个班为对照组,所有内容采用传统教学法。比较两组学生期末考试成绩,教学后采用PBL教育环境测量问卷对试验组学生进行调查。结果两组期末考试成绩总分和理解记忆型题的得分比较无差异(P>0.05);试验组的分析应用型题得分高于对照组(P<0.01)。学生的PBL教育环境测量问卷得分(3.48±0.35)分。结论 PBL教学法能有效提高学生的分析应用能力,并得到学生认可,可通过加强教师规范化统一培训以促进其推广应用。