护理本科学生参与以问题为基础教学法感受的研究

目的描述分析护理本科生在首次接触PBL自主学习时的困难、需求和学习收获,为更好满足其学习需求提供参考依据。方法 2015年4月—6月,采用立意抽样法,选取本校14名初次接触PBL课程的护理本科生为研究对象,运用半结构式访谈提纲对其进行深入访谈。采用Colaizzi7步分析法对访谈资料进行整理分析。结果通过分析、整理和提炼得出5个主题:PBL学习动机不足,时间管理压力大,团队合作非常重要,学科信息能力有待提高,希望PBL情景多样化与自由组合学习小组。结论 PBL教学中教师要加强对学生的引导,关注学生的自主学习管理能力的差异;注重提升学生的信息能力;通过促进团队合作来提升学生的自主学习能力;通过改进PBL真实情景呈现方式等提升整体课程设计。     

中职本科护生参与学科整合性PBL课程的学习体验

目的了解中职本科护生参与以问题为基础(PBL)课程的学习体验以及对该教学模式的效果反馈。方法采用质性研究中的现象学研究法,通过问卷法结合半结构式访谈法,深入访谈参与PBL学习的20位学生。结果采用Colaizzi现象学资料七步分析法,得出4个主题,包括PBL学习的总体感受、PBL学习的学生影响因素、PBL课堂的导学差异及PBL学习的困难。结论 PBL教学法适合在中职本科护理学学生中开展,有利于学生思维能力的提升和理论知识的拓展。     

在《社区护理学》课程中开展PBL试验改革效果分析

[目的]探讨<社区护理学>课程中进行以问题为基础学习(PBL)教学试验改革后的效果.[方法]2007年5月-7月在2004级护理本科生的<社区护理学>中开展共11学时的PBL教学试验,采用问卷调查和非结构式自陈法了解试验改革效果.[结果]69.2%的学生同意在本课程中采用PBL教学法,53.8%的学生对该教学法的评价为好,40.4%的学生认为通过PBL教学可以达到教学目标.大部分学生自评在团队合作能力、自主学习能力、分析问题的能力、解决问题能力等8个方面都有了一定程度的提高,且学生的各项收获与参与态度的积极程度呈正相关(P均<0.01).[结论]在<社区护理学>开展PBL得到学生的肯定,有利于团结合作、分析问题及解决问题等方面能力的培养.     

护理本科叙事护理学课程的教学实践与效果评价

目的 探讨叙事护理学课程对本科生叙事能力和人文关怀能力的影响.方法 2019年9月—12月,以某高校大学三年级96名护理本科生为教学对象开展叙事护理学课程,共18学时.教学前后采用医学叙事能力量表、关怀能力评价量表进行评价,课程结束后采用半结构式访谈法深入了解学生的学习感受和对课程的意见与建议.结果 学生叙事能力的关注...     

基于网络PBL教学环境下医学生学习体验的质性研究

[目的]了解和探讨基于网络以问题为基础的学习(PBL)教学环境下医学生的学习感受及体验,为医学教育者改革教学方法提供借鉴。[方法]采用质性研究中的现象学研究法,通过半结构式深入访谈,了解17名医学本科生在网络PBL教学环境下的学习体验。[结果]运用Colaizzi分析法,得到6个主题:自主学习能力增强,学习资源丰富,利于沟通合作,便于知识理解,提高学习积极性,耗时与滞后性。[结论]网络PBL教学环境有助于培养学生自主学习能力,提高学生的综合素质。     

PBL结合情境教学法在妇产科护理教学中的应用效果

目的探讨基于问题的学习(problem-based learning,PBL)与情境教学法相结合在高职妇产科护理教学中的应用效果。方法于2013年9-12月在上海医药高等专科学校2012级高职护理专业的3个班级共104名学生中采用PBL与情境教学法相结合的教学模式进行《妇产科护理》部分章节的教学,利用专业知识笔试、半开放式问卷和学生访谈等形式对学习效果和教学效果进行评价。结果学生对专业知识掌握的合格率为98.1%,学生对PBL与情境教学法结合模式有助于明确学习目的、激发学习兴趣等的评价均高于95.0%,访谈结果也进一步说明了学生对该教学方法的充分认可。结论 PBL与情境教学法相结合能够提高护生的学习兴趣,促进护生对护士角色的适应,对提升护生的自主学习能力及灵活运用知识解决问题的能力有积极意义。     

PBL教学法在《助产学》教学中应用的研究

目的:探讨PBL教学法能否提高护理学专业助产方向学生的批判性思维能力、学习积极主动性及学生对PBL教学效果的评价。方法:在《助产学》中应用PBL教学法对2010级助产方向15名学生进行理论和实验授课。PBL实施前后采用CTDI-CV、大学生学习积极主动性量表调查学生;PBL实施后,学生还需填写自编传统教学法与PBL教学法教学效果比较问卷和PBL教学法评价问卷。结果:PBL教学前,助产方向学生CTDI-CV量表中的"寻找真相"维度得分低于彭美慈的常模,差异有统计学意义(P0.05);PBL教学前后,助产方向学生CTDI-CV量表和大学生学习积极主动性量表的各维度得分及总分比较差异无统计学意义(P0.05)。PBL教学效果评价优于传统教学,差异有统计学意义(P0.01),并且多数学生认同PBL教学。结论:PBL教学法虽未取得理想的研究结果,但学生认同了PBL教学,建议在《助产学》课程允许的范围内适量开展PBL教学。     

PBL教学形态在高职护生教学中的应用

目的 探讨PBL教学形态在高职护生教学中的应用方法和效果。方法 选取上海医药高等专科学校护理专业2010级两个班级(共88人)分为试验组和对照组,试验组(45人)采用PBL教学形态;对照组(43人)采用传统教学形态。采用问卷调查和WGCTA量表进行效果评价。结果 两组护生的教学评价比较,问卷调查和WGCTA量表结果显示差异有统计学意义(P<0.05)。结论 PBL教学形态在教学效果、培养学生学习能力及培养评判性思维等方面较传统教学形态有一定的优势。     

滨州医学院在校护生抑郁情况调查

目的了解在校护生抑郁状况。方法用问卷调查和访谈形式对滨州医学院在校的200名护生进行抑郁情况调查。结果各年级在校护生都存在一定比例的抑郁状况，影响因素有家庭、感情经历、学习、毕业及就业等因素，高年级护生SCL-90量表评价指标高于低年级护生，差异有统计学意义（P〈0．05）。结论滨州医学院在校的各个年级200名护生均存在不同程度的抑郁，但高年级学生抑郁情况更加明显，需要及时给予心理干预措施。     

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。     

Testing the water – problem-based learning and the cultural dimension

This study reports the findings of a small case study using problem-based learning (PBL) as a teaching and learning strategy in a cultural awareness module, which forms part of a pre-registration diploma in nursing course.The study was carried out using a qualitative research methodology. It aimed to describe and explore 20 diplomat student nurses and their lecturers’ experience of undertaking PBL. The categories that emerged from the analysis were: knowledge development and PBL process. A selection of these categories and their sub-categories are described and discussed in relation to the literature on problem-based learning.The study concluded that undergoing PBL as a teaching and learning strategy had positive outcomes for the students. Prior knowledge was utilised in knowledge development in relation to the problem and was seen as beneficial. Students reported that they felt more confident and used the knowledge gained to care for patients’ cultural needs in practice. Students also identified lack of knowledge amongst staff in the clinical area in relation to cultural awareness. There were however some challenges in the transition to a PBL strategy from the perspective of the students and lecturers. Issues that were found to be difficult include the change to a different teaching and learning strategy, the implications of self-direction for the student and the role of the facilitator as a non-directive guide. The study recommends that the findings may be of use for other nurse educators implementing PBL as a teaching and learning strategy.     

Problem-based learning in nurse education: An unexpected problem for students with dyslexia

This paper is a discussion that examines the difficulties caused by problem-based learning (PBL) in nurse education to students with dyslexia. The discussion is based on the authors’ experience of implementing a curriculum based on PBL in one English University. It highlights a significant issue that might easily be overlooked as problem-based learning becomes common in nurse education. In short, this is that people with dyslexia may experience difficulties in understanding parts of the process of the method of learning as well as some of the more well known difficulties with written assessment. The paper suggests ways that PBL facilitators might be able to help reduce such difficulties for students with dyslexia.     

PBL教学法在高职护理教学中的应用与分析

[目的]在高职护理教学中运用以问题为基础的教学方法(PBL),旨在了解学生对PBL的认同程度,发现PBL的优点及存在的问题,为传统教学方法的改革提供参考依据。[方法]根据国内外文献资料,自行设计调查问卷,包括5大方面47个项目,按认同程度分为5个等级;采用整群抽样法,了解74名学生对每个项目的认同程度。[结果]学生对PBL教学法与传统方法相比认同程度更高,且差异有统计学意义(P<0.05),尤其对课堂教学、知识认知、能力培养的效果认同度高,平均分均为3分以上。[结论]PBL方法突破了高职护理教育传统的授课教学方法,是一种较好的教学方法。     

An exploration of lecturer as facilitator within the context of problem-based learning

Although the concept and practice of problem-based learning (PBL) has been explored extensively in different arenas, the perspective of the lecturer as facilitator has not featured prominently in these discussions. There has been relatively little attention focused on lecturers' personal pedagogical values and beliefs and how these interact with the discourse and rhetoric of problem-based learning. The aim of this study therefore was to explore the role of lecturer as facilitator within a PBL context. Using a grounded theory methodology, 12 problem-based seminars in a pre-registration nursing programme were observed and the lecturers then interviewed, using the method of semi-structured interviews. This work demonstrated that there were differences in interpretation and application of the role of facilitator by lecturers, and this was mainly dependent upon their personal pedagogical beliefs and values. This study has highlighted that there is a need for further debate about the gap between rhetoric and reality in PBL and the need for a more consistent approach to facilitation by lecturers undertaking this role.     

基于网络环境下以问题为基础的学习在康复治疗学专业教学中的应用

目的探索基于网络环境下以问题为基础的学习(PBL)在康复治疗学专业教学中的应用。方法对本院2009、2010级康复治疗学专业本科两个班各32名学生,选取生理学3个章节,按班级分别采用传统教学法和基于网络环境下PBL讲授,课后对学生进行问卷调查。结果基于网络环境下PBL在激发学习兴趣、培养自学能力、扩大知识面等方面与传统教学相比有很大提高。结论在康复治疗学专业的生理学教学中,基于网络环境下PBL能较好地提高生理学教学质量。     

The integration of problem-based learning strategies in distance education.

The authors explore the redesign of a traditional distance nursing program to integrate problem-based learning (PBL) strategies. Using pre- and postcourse questionnaires, learning satisfaction was compared between students who attended the PBL course face-to-face and those who received the course via audio-teleconferencing. Tutor and student perceptions of PBL via audio-teleconferencing are also described. Study results suggest that audio-teleconferencing is an effective means of delivering PBL by distance education.     

A problem-based learning trial on the Internet involving undergraduate nursing students

This article describes the application of a nursing educational program developed on the basis of problem-based learning (PBL) and Internet technology, and reports student satisfaction and perceived learning effectiveness. This study was conducted in two phases-the development of a Web-based educational program and the application of this program using PBL strategies to teach undergraduate nursing students. The results showed this program was an effective method of delivering PBL to nursing students and the interaction between tutors and students influenced student satisfaction and learning effectiveness.     

成人护理学课程以问题为基础的教学模式的构建

在查阅文献的基础上,结合护理专业的培养目标和课程特点,构建了适合于我国国情、具有成人护理学课程特色的PBL教学模式。构建步骤包括师资培训,PBL案例撰写,PBL教学评价体系的确立和PBL教学的实施。     

PBL教学法在康复医学教学中应用的研究

通过对PBL教学法和传统教学法的比较,认为在临床医学本科生康复医学课程的教学中适当应用PBL教学法可以提高学生的学习兴趣、培养学生的自主学习能力,更好地完成教学任务.     

A Comparison of Problem-Based Learning and Standard Curriculum Students: Three Years of Retrospective Data

Background: Many, many studies, including three major reviews, that compare problem-based curricula to more traditional curricula, have been published in the last 10 years. No study, however, has looked specifically at a closed-loop or reiterative problem-based approach. Purpose: A 3-year retrospective study was done to compare the academic performance of students in a reiterative problem-based learning (PBL)curriculum with that of their counterparts in the standard curriculum to ensure that the PBL students were not disadvantaged. Methods: Three graduating classes' performance on a number of outcome measures, including the United States Medical Licensing Examination, clinical clerkship, and clinical practice examination performance, were compared. Results: Analyses indicate that students in the PBL curriculum performed at least as well as, and in some instances better than, their counterparts in the standard curriculum. Conclusion: Students in the PBL curriculum, a student-directed curriculum, were not disadvantaged. Of note is their strong clinical performance.