问题认知教学法在临床护理学生带教中的应用

目的探讨问题认知教学法（PBL）在临床护理学生（下称护生）带教中的应用及作用。方法选择89名临床实习护生及20名带教老师，按实习时间先后分为对照组及观察组，分别实施传统教学法和PBL进行临床带教，比较两组护生成绩、满意率及带教老师的满意率。结果观察组护生的平时成绩、出科成绩、护生满意率及带教老师满意率均明显高于对照组，差异有统计学意义（P〈0．01）。结论在临床护生带教中应用PBL能明显提高教师及护生的积极性，显著提升临床教学质量。

Application of the question cognitive pedagogy in clinical teaching for nursing students

Objective To investigate the application and effect of the question cognitive pedagogy in clinical teaching of nursing students. Methods 89 students and 20 teachers are selected, and according to chronological internship, they are divided into control group and observation group respectively. Traditional pedagogy and cognitive question pedagogy have been conducted in the clinical teaching, and to compare the scores of the two groups of students as well as their satisfaction rate and teachers satisfaction rate. Results The ordinary score,final score,satisfaction rate of the students and satisfaction rate of teachers in observation group are higher than that of the control group （P〈0.01） ,there is a significant difference. Conclusion Using question cognitive pedagogy in clinical teaching for nursing students can stimulate the enthusiasm of teachers and students significantly in study and also be able to improve the quality of clinical teaching connotation.