基于工作过程的成人外科护理学教学情境设计与应用效果观察

目的：在成人外科护理学教学中探索基于工作过程的教学情境的设计和实施方法。方法：选取2010级三年制高专护生2个班共105人为实验组，采用基于临床工作过程即“入院评估一术前准备一术后护理一健康教育”4个环节设计的教学情境进行教学。2010级另2个班107人为对照组，采用传统教学方法。结果：两组护生的考核成绩比较，差异有统计学意义（P〈0．05）。实验组92．4％的护生认为该组教学方法能激发其学习兴趣，提高学习主动性；83．8％的护生认为能够融“教、学、做”为一体；89．5％的护生认为有利于护生沟通能力和语言表达能力的培养；85．7％的护生认为在仿真的临床情境下进行护理技能的学习，能提高其学习效果。结论：该教学方法能够融“教、学、做”为一体，提高护生的学习效果。

The teaching situation design and implementation effect of adult surgical nursing based on working process

Objective： To explore the teaching situation design and implementation effect of adult surgical nursing based on working process. Methods： We recruited 105 nursing students in two three-year vocational program classes of Grade 2010 as the experimental group and designed teaching situation based on the clinical working process, including admission assessment, preoperative preparation, postoperative nursing and health education. On the contrary, 107 nursing students in three classes of the same grade learned their surgical nursing by conventional teaching methods. Results： There were significant differences between the test scores of two groups （P〈0.05）. About 92.4% of the students in the experimental group considered that the teaching method could arouse their learning interest and improve their learning initiative. About 83.8% of the students thought that it could combine teaching, learning and practice as a whole. About 89.5% of the students thought that it could improve their communicating skills and language competence. About 85.7% of the students thought that they could learn at the clinical scenario simulation which improved their learning effect. Conclusions： This teaching method can combine teaching, learning and practice as a whole and improve the students＇ learning effect.