参与式教学法在护理本科生科研训练中应用效果评价

目的：评价参与式教学法在护理本科生科研训练中的应用效果。方法：选择2011届和2012届在北京市某医科大学附属临床医学院参加科研训练的护理本科生作为研究对象。201l届为对照组，采用目前“双导师”科研训练模式；2012届为干预组，在“双导师”科研训练模式中采用参与式教学法。采用问卷调查和半结构式访谈法评价干预效果。结果：①干预组研究对象科研知识、态度得分均在干预后呈现出明显的升高趋势，与对照组比较差异具有统计学意义（P〈0．05）。②对10名干预组研究对象进行半结构式访谈，得到三个主题：参与式教学法在一定程度上调动了本科生参与科研训练的主动性，参与式教学法可提升本科生在科研训练过程中的团队协作精神；护理本科生应尽早开始护理科研培训。结论：参与式教学法可在一定程度上弥补传统“双导师”制科研教学的不足，可作为护理本科生科研教学的方法。

Effect of participatory teaching method in research training among nursing undergraduates

Objective： To evaluate the effect of participatory teaching method used in research training among nursing undergraduates. Methods： Nursing students of grade 2011 and 2012 in Capital University of Medical Sciences were selected as research subjects. Grade 2011 was the control group; grade 2012 was the intervention group. Participatory teaching method was only used in intervention group in 3 months research training before graduation. Results： ① The scores of research knowledge and attitude in intervention group showed significantly higher than the control group after the intervention （P〈0.05）. ② Three themes were summarized from semi-structured interviews of 10 participants in intervention group： Firstly, participatory teaching method motivated enthusiasm of nursing students to participate in the study; secondly, participatory teaching methods can enhance the spirit of teamwork in nursing undergraduates during the research process; thirdly, nursing research training should begin as early as possible among nursing undergraduates. Conclusion： Participatory teaching methods can compensate the shortage of traditional ＂mentor＂ system, as one choice of research and teaching methods in nursing undergraduates.