不同教学方法对护理本科生职业胜任力认知程度的影响

目的了解教学方法改革在护理本科生职业胜任力认知程度的比较,为高等护理教育改革提供依据。方法选取两个班级的护理本科生290名进行研究,分为对照组（n=146）和干预组（n=144）。对照组采用常规教学方法,即课堂讲授与部分实践教学干预法;干预组采用改革教学方法与手段,即促进职业胜任力提高训练干预法。比较两组护生干预前后的职业胜任力认知程度。结果两组护生干预后职业胜任力了解度均高于干预前,干预前后比较差异均有统计学意义（P〈0．01）,但干预组了解度更高,且两组问比较差异有统计学意义（χ^2=8．40,P〈0．01）。干预组各维度及总分差值明显高于对照组,改善更明显,两组比较差异有统计学意义（t值分别为11．916,16．112,5．925,14．301;P〈0．01）。结论教学方法改革能够提高护理本科生职业胜任力认知水平,有助于培养适应社会的需求并具备这一能力的护理人才。

Effect of different teaching methods on occupational cognition level of competency in nursing students

Objective To investigate the effect of occupational cognition level of competency in nursing students with different teaching methods, so as to provide basis for advanced nursing education revolution. Methods A number of 290 nursing students was included and divided into the control group （ n = 146） and the intervention group （n = 144 ）. Normal teaching method and classroom teaching intervention was adopted in control group, while reformed teaching method and promoted the professional competence training intervention was adopted in the intervention group. Occupational cognition level of competency was compared between the two groups before and after the teaching intervention. Results After the teaching intervention, occupational cognition level of competency of students in two groups all raised, and the difference were statically significant （ P 〈 0.01 ）, while the level was higher in the intervention group （ χ^2 = 8.40, P 〈 0.01 ）. The difference values of all dimensions and global were higher in the intervention group, and the differences were statically significant （ t = 11. 916,16. 112,5. 925,14. 301, respectively ; P 〈 0.01 ）. Conclusions Reformed teaching methods can promote the cognition of undergraduate nursing occupation competence and help cultivate the nursing talents who will meet the demand of the society.