CBL教学法培养护生辨证思维的应用及探讨

目的：探讨CBL（基于病例的教学模式）教学法培养护生辨证思维的效果。方法：以2011级本科护理专业3个班的学生为研究对象，随机选取班级和教学方法，并进行配对。1班：采用CBL教学法进行一次病案分析；2班：采用CBL教学法进行四次病案分析；3班：采用LBL（基于讲解的教学模式）教学法进行一次病案分析。课程结束后，对学生的理论知识掌握情况进行评价。结果：及格率及平均分2班高于3班（P＜0.05），3班与1班之间比较无明显差异（P＞0.05）。结论：CBL教学法适用于临床学科的案例教学需要，能有效地培养学生的辨证思维能力。

Discussion and the Application of CBL Teaching Method to Cultivate Syndrome differentiation of the Nurses

Objective：To explore the effects and application of CBL （case-based learning） to cultivate syn-drome differentiation of the nurses. Methods：The students majored in nursing from three classes of grade 2011 were selected as the subjects, all the students were divided into the classes and the corresponding teaching methods. Class one：cases were analyzed once by CBL teaching method;Class two：cases were analyzed four times by CBL teaching method; class three： cases were analyzed once by LBL teaching method. By the end of the courses, theoretical knowledge that the students grasped was assessed. Results：Pass rate and average score of class two were higher than these of other classes （P〈0.05）, there was no significant difference between class three and one （P〈0.05）. Conclu-sion：CBL teaching method applied to cases teaching in clinical majors could effectively cultivate students＆#39; ability of syndrome differentiation.