护理本科生内科护理学PBL学习效果评价指标的研究

目的 构建护理本科生内科护理学PBL学习效果评价指标,为评价内科护理学PBL学习效果提供依据.方法 2009年1-10月,在深入研究文献资料和专家咨询的基础上,初步拟定内科护理学PBL学习效果评价指标,运用Delphi法对27名从事PBL研究的实践护理教育和医学教育专家进行咨询.结果 27名咨询专家的权威系数为0.77～0.99（＞0.70）;肯德尔和谐系数经显著性检验具有统计学意义（P＜0.05）;确立内科护理学PBL学习效果评价指标,3项一级指标及权重分别为：0.32,0.42,0.26,确立12项二级指标、权重及内涵.结论 本研究运用Delphi法构建的内科护理学PBL学习效果评价指标以Bloom目标分类理论为理论框架,强调学生知识、能力与态度的全面评价,为开展护理本科生PBL教学评价提供了依据.     

Teaching baccalaureate nursing students to prevent medication errors using a problem-based learning approach

An objective of the baccalaureate nursing curriculum at Thomas Jefferson University, Jefferson College of Health Professions is to facilitate nursing students' transfer of medication error knowledge into preventive action in the clinical unit. Using a problem-based learning approach, first-semester students are exposed to situations that reflect the real-world scope and complexity of medication administration and errors. Using the frameworks of Failure Mode Analysis and Human Error Mode and Effects Analysis, student groups identify hypotheses, devise solutions, and develop continuous quality improvement processes to prevent errors and facilitate error reporting. Problem-based learning is used in subsequent clinical experiences throughout the curriculum. This reinforcement, combined with a focus on increasingly complex pharmacological agents and medication calculations, enables students to employ critical thinking skills and develop the confidence necessary for safe, professional practice.     

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。     

PBL教学法在ICU护理本科生教学查房中的应用

目的 探讨基于问题的学习(PBL)教学法在ICU本科护理教学查房中的效果.方法 随机将ICU实习的57名护理本科学生分为试验组29名和对照组28名,每轮查房4～5名学生参与,分别进行7次查房.试验组采用PBL教学法,对照组采用以授课为基础的教学法(LBL),比较两组的教学效果.结果 试验组在理论考核成绩总均分、护理体检与护理评估成绩方面高于对照组(P＜0.01);两组学生自评和教师他评结果差异均有统计学意义(P＜0.05或P＜0.01).结论 PBL教学法运用于护理本科生教学查房收到较好的效果,较传统教学法在提高学生自主学习能力、批判性思维能力、人际沟通能力、团队精神等方面有优势.     

以问题为基础的教学法在老年护理学中的应用研究

目的评价在老年护理学中应用以问题为基础的教学法(problem-based learning,PBL)对护理专业本科生理论知识掌握、评判性思维及自我效能的影响。方法将2009级27名本科生作为试验组,在老年护理学中应用PBL教学法;将2008级25名本科生作为对照组,应用传统教学法。比较教学后两组期末考试成绩、评判性思维能力和自我效能。结果试验组学生自我效能得分和期末考试成绩高于对照组(P<0.05),但两组学生评判性思维能力差别无统计学意义(P>0.05)。结论 PBL教学法可以提高护理专业本科生的自我效能和学习成绩。     

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.     

PBL教学法对护理本科生自主学习能力的影响

[目的]探讨在本科护理教学中采用以问题为基础的学习(PBL)教学法对学生自主学习能力的影响.[方法]对109名2006级护理本科生进行问卷调查,于PBL教学实施前、结束后发放问卷测量护理本科生的自主学习能力.[结果]采用PBL教学法前后护理本科生自主学习能力总分比较差异有统计学意义.[结论]在护理教学中应用PBL教学法可以增加学生学习的兴趣,提高学生自我管理能力、信息能力和合作能力.     

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。     

运用问题为基础教学法对实习护生进行患者安全教育的实践

目的 探讨问题为基础的教学法对实习护生进行患者安全教育的方法与效果.方法 随机整群抽取2008年8月至2009年5月,在某三甲医院实习的护理专业本科生共42名,分成5个小组,运用由研究组核心成员编写的患者安全教育教案进行PBL教学;研究者自行设计患者安全知识问卷、学生学习收获自我评价问卷、学生对教师教学评价问卷、学生对教案评价问卷等进行调查.结果 实施PBL教学后.学生的患者安全知识成绩有显著提高,从(49.69±12.94)分提高到(71.84±12.21)分(t=-10.727,P<0.05);学生对学习收获、学生对教师的教学与教案给予了高度的评价.结论 PBL教学法有利于学生对患者安全知识的掌握和综合能力的提高.     

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。     

Screencasts as a way to enhance online learning environments in nursing

Screencasts can easily enhance online learning environments in nursing education yet they may be an underutilized technology due to educator unfamiliarity. This article describes screencasts, outlines benefits, challenges, and potential uses, as well as provides steps in creating an original screencast to help nursing instructors use this technology and achieve desired outcomes.     

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。     

The cognitive style of nursing students: educational implications for teaching and learning

As cognitive and kinesthetic demands on nursing students increase, so does the need for optimal learning environments. Witkin's empirically supported measure of field dependent/independent cognitive style assesses the manner in which students perceive and process information and classifies them along a continuum of field dependence to field independence. Witkin's Groups Embedded Figures Test (GEFT) was administered to 876 students enrolled in 10 health care programs. Statistically significant differences in the GEFT mean scores of students enrolled in the different programs were discovered. The effect size was moderate. Undergraduate nursing students scored higher on the GEFT than did graduate or RN-to-BSN nursing students. However, nursing students were classified as more field dependent than students in other health-related disciplines. Due to their cognitive processing requirements, field-dependent nursing students may be at risk for academic failure. Therefore, instructional strategies tailored to students' needs should be incorporated into the nursing curriculum.     

基于问题学习的教学模式在血液透析临床带教中的应用

目的分析和评价基于问题学习(problem-based learning,PBL)的教学法在血液透析临床带教中的应用效果。方法选择我校正式进入实习阶段的2009级四年制护理本科生246名,按进入血透室实习时间划分试验组(单月)126名,对照组(双月)120名。对照组采取"一带一"教学法,试验组采用PBL教学法,比较两组教学效果。结果试验组学生血液透析理论知识、技能操作优良率分别为79.37%、88.10%,高于对照组的68.34%和79.17%(P<0.05);试验组解决问题能力、自主学习能力得分分别为(38.69±6.01)分、(109.45±21.31)分,高于对照组的(19.87±2.33)分、(68.57±14.07)分(P<0.05)。结论 PBL教学法在提高护理实习生血液透析知识的认知和技术能力上有益,在培养其在工作环境中解决问题的能力,构建其自主学习的意识上有帮助。     

Impact of nursing learning environments on adaptive competency development in baccalaureate nursing students.

Kolb's experiential learning theory (ELT) was used as a framework to study 179 generic baccalaureate students' perceptions of the contributions of different types of nursing learning environments to development of adaptive competencies described in the theory. In addition, students in each of the 4 years of the program were asked to describe their perceptions of the importance of Kolb's adaptive competencies for successful functioning in nursing settings as well as to rate their personal levels of skill on each competency. Nursing learning environments were thought to contribute most to divergent and convergent competencies, reflecting the importance of both people-oriented and scientific skills in nursing. Clinical experiences and the senior preceptorship experience contributed significantly more to the development of these competencies than typical nursing classes and nonnursing classes. Students considered assimilative competencies--such as testing theories--and ideas and accommodative competencies--such as leading and influencing others--relatively unimportant to successful functioning in nursing learning environments. Implications for nursing education are discussed.     

Team-based learning, a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences

Acquiring clinical reasoning skills in lectures may be difficult, but it can be learnt through problem-solving in the context of clinical practice. Problem finding and solving are skills required for clinical reasoning; however, students who underwent problem-based learning (PBL) still have difficulty in acquiring clinical reasoning skills. We hypothesized that team-based learning (TBL), a learning strategy that provides the opportunity to solve problems by repeatedly taking tests, can enhance the clinical reasoning ability in medical students with PBL experiences during the pre-clinical years. TBL courses were designed for 4(th) year students in a 6-year program in 2008, 2009, and 2010. TBL individual scores, consisting of a combination of individual and group tests, were compared with scores of several examinations including computer-based testing (CBT), an original examination assessing clinical reasoning ability (problem-solving ability test; P-SAT), term examinations, and Objective Structured Clinical Examination (OSCE). CBT, OSCE and P-SAT scores were compared with those of students who learned clinical reasoning only through PBL tutorials in 2005, 2006, and 2007 (non-TBL students). Individual TBL scores of students did not correlate with scores of any other examination. Assessments on clinical reasoning ability, such as CBT, OSCE, and P-SAT scores, were significantly higher in TBL students compared with non-TBL students. Students found TBL to be effective, particularly in areas of problem solving by both individuals and teams, and feedback from specialists. In conclusion, TBL for clinical reasoning is useful in improving clinical reasoning ability in students with PBL experiences with limited clinical exposure.