【摘要】：目的 探究協(xié)作式見(jiàn)習(xí)帶教模式對(duì)實(shí)習(xí)護(hù)生評(píng)判性思維、核心勝任力及綜合成績(jī)的影響。方法2014年9月至2015年9月便利抽樣選擇河南科技大學(xué)第一附屬醫(yī)院實(shí)習(xí)本科護(hù)生73例,隨機(jī)分為觀察組與對(duì)照組。觀察組采用協(xié)作式見(jiàn)習(xí)帶教模式,協(xié)助帶教老師進(jìn)行見(jiàn)習(xí)帶教;對(duì)照組采用傳統(tǒng)帶教模式。經(jīng)過(guò)一年的教學(xué)改革實(shí)施,對(duì)兩組實(shí)習(xí)護(hù)生的評(píng)判性思維能力、核心勝任力、綜合成績(jī)以及教師對(duì)實(shí)習(xí)護(hù)生的評(píng)分等進(jìn)行對(duì)比分析。結(jié)果 見(jiàn)習(xí)帶教模式實(shí)施后觀察組護(hù)生的評(píng)判性思維能力的四個(gè)維度得分分別為:分析能力(45.06±3.17)分、系統(tǒng)化能力(43.14±2.78)分、求知欲(46.73±2.65)分、認(rèn)知成熟度(45.77±3.21)分,評(píng)判性思維總分為(310.75±2.63)分,均高于對(duì)照組(均P0.05);觀察組核心勝任力的三個(gè)維度人際溝通能力(19.17±3.05)、批判性臨床思維能力(12.43±2.18)、專業(yè)建設(shè)與發(fā)展能力(41.93±4.25)高于對(duì)照組(均P0.05);觀察組的綜合成績(jī)得分(理論知識(shí)維度、案例分析維度)高于對(duì)照組(均P0.05)。結(jié)論 協(xié)作式帶教見(jiàn)習(xí)模式有利于提高實(shí)習(xí)護(hù)生評(píng)判性思維能力及核心勝任力,對(duì)護(hù)理本科生綜合能力的培養(yǎng)有著深遠(yuǎn)的應(yīng)用價(jià)值。
[Abstract]:Objective to explore the influence of cooperative trainee teaching model on critical thinking, core competence and comprehensive achievement of nursing students. Methods from September 2014 to September 2015, 73 nursing students from the first affiliated Hospital of Henan University of Science and Technology were randomly divided into observation group and control group. The observation group adopted the cooperative trainee teaching mode to assist the teaching teachers to carry on the trainee teaching, while the control group adopted the traditional teaching mode. After a year of teaching reform, this paper makes a comparative analysis of the critical thinking ability, core competence, comprehensive scores and teachers' scores of the two groups of trainee nursing students. Results after the implementation of the trainee teaching model, the scores of the four dimensions of critical thinking ability of nursing students in the observation group were as follows: analytical ability (45.06 鹵3.17), systematic ability (43.14 鹵2.78), thirst for knowledge (46.73 鹵2.65). The score of cognitive maturity (45.77 鹵3.21) and the total score of critical thinking (310.75 鹵2.63) were higher than those of the control group (P 0.05). The three dimensions of core competence in the observation group (19.17 鹵3.05), critical clinical thinking ability (12.43 鹵2.18), professional construction and development ability (41.93 鹵4.25) were higher than those in the control group (P 0.05). The comprehensive score of the observation group (theoretical knowledge dimension, case analysis dimension) was higher than that of the control group (P 0.05). Conclusion the cooperative teaching and probation model is beneficial to improve the critical thinking ability and core competence of nursing students, and has far-reaching application value to the cultivation of comprehensive ability of nursing undergraduates.
【作者單位】： 河南科技大學(xué)第一附屬醫(yī)院外科一系;河南科技大學(xué)護(hù)理學(xué)院;
【分類號(hào)】：R47

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