护理专业技能理论教学中开展早期接触临床+PBL教学的效果观察

目的探讨在高职护理专业技能理论课学习期间开展"早期接触临床+PBL"教学的方法与效果。方法在护理专业技能课程理论教学中,对照班学生采用传统的理论课教学,上课时展示1个小案例,并带着问题进行理论课的讲授;实验班学生除了完成理论课教学外,以小组为单位分别进入临床接触不同的患者,进行问诊、健康评估和整理案例,随后结合案例开展PBL教学活动和完成个案分析报告。并对两组学生进行学习效能问卷调查和期末成绩比较。结果实验班学生在对所学知识的理解有帮助、提高自主学习的积极性、能积极查阅文献的能力、勇于提出问题和质疑、不懂知识能主动寻找答案、能分享自己的知识和观点、积极开展小组内交流与学习、能做出合理的护理评价的得分上显著低于对照班,差异均有统计学意义(P0.01)。实验班第2学期内科护理学期末成绩明显高于对照班(P0.01)。结论开展"早期接触临床+PBL"教学提高了学生的学习效能和综合能力;并且能克服传统教育中理论与实践脱节的弊端,值得在高职护理专业教学中推广使用。

Effects of Early Clinical Contact and PBL on Nursing Professional Skill Teaching

Objective To investigate the effect of early clinical contact and PBL on nursing professional skill learning of nursing students in higher vocational colleges. Methods The study involved control class and experiment class. In control class, traditional theory teaching method including questions and clinical case analysis was applied. Besides theory teaching, students in experiment class were randomly divided into groups to carry on inquiring different patients about their medical history, implementing health assessment and writing clinical cases. After that, PBL were conducted and students completed case analysis report individually. Students’ academic self-efficacy in two groups was assessed by a questionnaire and their grades in final exam were compared. Results The survey showed that most of the students in experiment class preferred the model of early clinical contact with PBL and their self-study efficiency, problem-solving skills, and teamwork cooperation were improved and they performed better than those in control class （P＆lt;0.01）. The grades of students in experiment group in the final exam of internal medicine nursing were higher than those of students in control class （P＆lt;0.01）. Conclusion The model of early clinical contact with PBL contributes to improving students’ academic self-efficacy and comprehensive ability, in which theory and practice were combined, and is worth to be popularized in nursing education.