传统教学结合情景分析法对学生综合能力的影响

目的探讨传统教学结合情景分析法对学生临床综合能力和批判性思维能力的影响。方法采用便利抽样法选取2009年5月18日至2010年2月21日在某院实习的护理本科生71名,按随机数字表法将其分为实验组（N=35）和对照组（N=36）。对照组实习生给予传统教学法教学,实验组实习生给予传统教学结合情景分析法教学。两组实习生在实习开始时和结束时,分别采用自行设计的临床综合能力测评表和批判性思维测评表（Chinese version of critical thinking dispositioninventory,CTDI-CV）进行测评。结果实习开始时,两组实习生的临床综合能力的评分差异无统计学意义（P〉0.05）。实习结束时,两组实习生的临床综合能力的评分与实习开始时相比,差异有统计学意义（均P〈0.05）;且实验组实习生的评分高于对照组,差异有统计学意义（P〈0.05）。在批判性思维评定中,实验组实习生在＂寻找真理＂单项上的评分高于对照组,差异有统计学意义（P〈0.05）。结论传统教学结合情景分析法有助于培养本科生的批判性思维,有利于提高他们的临床综合能力。

Influence of Combination of Routine Teaching Methods and Scenario Analysis on Comprehensive Ability of Students

Objective To explore the influence of combination of routine teaching methods and scenario analysis on clinical comprehensive ability and critical thinking capacity for nursing undergraduates.Methods By convenience sampling,71 practicing nursing undergraduates from May 18,2009 to February 21,2010 were randomly divided to an experimental group（n=35） and a control group（n=36）.Nursing undergraduates in the experimental group and the control group were trained with combination of routine teaching methods and scenario analysis and routine teaching methods respectively.All the students were evaluated with the self-designed clinical comprehensive ability assessment form and Chinese version of critical thinking disposition inventory（CTDI-CV） at the beginning and end of their internship.Results At the beginning of their internship,there was no significant difference in the scores of clinical comprehensive ability between the two groups.Compared with the scores at the beginning,significant differences were observed in the scores of clinical comprehensive ability of the two groups（P0.05）.The scores in the experimental group were significantly superior to those of the control group（P0.05）.In critical thinking assessment,the scores in the truth item were significantly higher in the experimental group than in the control group（P0.05）.Conclusion Combination of routine teaching methods and scenario analysis helps develop critical thinking for nursing undergraduates and improve their comprehensive ability.