老年护理学人文关怀教学创客实验室的建立及实施

目的探索通过养老服务中心创客实验室将人文关怀融入高职老年护理学教学的效果。方法选择2015级高职老年护理方向2个班100名护生按班级随机分为试验组和对照组各50名。对照组采用传统教学方法并融入人文关怀教育;试验组应用养老服务中心创客实验室融入人文关怀教育。干预后比较两组护生理论和操作成绩,并采用"关怀能力量表"对两组进行问卷调查。结果试验组操作和理论成绩得分、关怀能力各维度得分显著优于对照组(P0.05,P0.01)。结论应用养老服务中心创客实验室,将人文关怀融入高职老年护理学教学中,可提高学生人文关怀能力以及理论和操作成绩。

Building and activation of gerontological humanistic care maker lab

Objective to explore the effect of integrating humanistic care into gerontological nursing teaching through the establishment of an elder care maker lab.Methods Two classes totaling 100 students admitted in 2015 were randomized evenly into an observation group and a control group.The control group received traditional teaching methods into which humanistic care education was assimilated.The observation group received teaching based on an elder care maker lab into which humanistic care was integrated.After the intervention,the students took theory and skill exams,and were assessed with the Caring Ability Inventory.Results The observation group had higher scores in theory and skill exams,and in caring ability assessment than the controls (P＜0.05,P＜0.01).Conclusion Integration of humanistic care into gerontological nursing teaching through the establishment of an elder care maker lab can not only improve students' caring ability,but also improves the results of theory and skill exams.