苏格拉底式提问教学模式在护理本科生临床教学中的应用

目的探讨苏格拉底式提问教学模式在护理本科生临床教学中的应用效果。方法选择2010年9月至2011年6月华中科技大学附属同济医学院护理系2008级(1)班的50名护生(对照组)和2008级(2)班的46名护生(观察组)作为研究对象,对照组的临床教学采用传统教学模式即讲-听教学模式,观察组采用苏格拉底式提问教学模式,比较两组护生入科和出科时的理论、操作成绩及综合素质评分。结果入科时,两组护生的理论、操作考试成绩差异均无统计学意义(均P0.05);出科时观察组护生的理论、操作考试成绩和综合素质评分均高于对照组(均P0.05)。结论在护生临床护理教学中应用苏格拉底式提问教学模式有利于提高护生的综合及专业素质。

Application of Socratic Questioning Teaching Mode in Clinical Teaching of Undergraduate Nursing Students

Objective To explore the effects of Socratic questioning teaching mode in clinical teaching of undergraduate nursing students.Methods 50 nursing students from grade 2008 Class 1 were selected as the control group and 46 nursing students from grade 2008 Class 2 were selected as the observational group.Clinical teaching in the control group use traditional talk-listen teaching model,while the observational group use the Socratic questioning teaching model,and to compare the scores of nursing students in nursing theory practical results and comprehensive quality before and after this academic year.Results Two groups of students＇ theoretical,practical test scores showed no statistically significant before the classes started（P〉0.05）,while the observational group students＇ theoretical,practical test and comprehensive quality scores were higher than the control group at the end of the academic year（P〈0.05）.Conclusion Using Socratic questioning teaching mode in clinical teaching among undergraduate nursing students can improve their comprehensive and professional qualities.