本文關(guān)鍵詞： 婦產(chǎn)科 護(hù)理教學(xué) 以問(wèn)題為基礎(chǔ)的教學(xué)法 以講授為基礎(chǔ)的教學(xué)法　出處：《廣州醫(yī)科大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：目的探討PBL教學(xué)法在婦產(chǎn)科臨床護(hù)理教學(xué)中的應(yīng)用效果。 方法選擇從2012年6月至2013年4月在廣州醫(yī)科大學(xué)附屬第三醫(yī)院臨床實(shí)習(xí)1個(gè)月后進(jìn)入婦產(chǎn)科臨床實(shí)習(xí)的66名護(hù)理實(shí)習(xí)生。按照學(xué)號(hào)隨機(jī)把3~4名學(xué)生分成1組，共20個(gè)組，然后采用整群抽樣，隨機(jī)抽取其中10個(gè)組的33名護(hù)理實(shí)習(xí)生進(jìn)入實(shí)驗(yàn)組，采用以問(wèn)題為基礎(chǔ)的教學(xué)法（problem-based learning，PBL)；另外10個(gè)組的33名護(hù)理實(shí)習(xí)生進(jìn)入對(duì)照組，采用以講授為基礎(chǔ)的教學(xué)法(lecture-based learning，LBL)。實(shí)習(xí)結(jié)束后評(píng)估學(xué)生的學(xué)習(xí)態(tài)度、學(xué)習(xí)能力和整體護(hù)理綜合能力，并調(diào)查師生雙方對(duì)教學(xué)法的反饋。 結(jié)果PBL教學(xué)組護(hù)理實(shí)習(xí)生的學(xué)習(xí)態(tài)度得分、學(xué)習(xí)能力得分、整體護(hù)理綜合考評(píng)成績(jī)、學(xué)習(xí)過(guò)程的滿意度、教學(xué)環(huán)境和學(xué)習(xí)效果的認(rèn)可度均優(yōu)于傳統(tǒng)教學(xué)組，兩組比較，，均P0.01，差異具有統(tǒng)計(jì)學(xué)意義。臨床帶教老師對(duì)PBL教學(xué)法的滿意度高。 結(jié)論P(yáng)BL教學(xué)法可改善實(shí)習(xí)生的學(xué)習(xí)態(tài)度，提高實(shí)習(xí)生的學(xué)習(xí)能力和整體護(hù)理綜合能力，且為實(shí)習(xí)生提供一個(gè)促進(jìn)內(nèi)在學(xué)習(xí)動(dòng)機(jī)的環(huán)境，其教學(xué)方法更符合實(shí)習(xí)生的臨床學(xué)習(xí)需求。
[Abstract]:Objective to explore the effect of PBL teaching method in clinical nursing teaching of gynecology and obstetrics. Methods 66 nursing interns who entered the gynecology and obstetrics department from June 2012 to April 2013 in the third affiliated Hospital of Guangzhou Medical University were randomly assigned 3 ~ 3 according to their academic number. Four students were divided into groups. A total of 20 groups were selected by cluster sampling and 33 nursing interns from 10 groups were randomly selected to enter the experimental group. Problem-based learning method was adopted. The other 33 nursing interns in 10 groups were enrolled in the control group. The lecture-based teaching method was used in lecture-based learning. After the practice, the students' learning attitude, learning ability and overall nursing ability were evaluated, and the feedback of both teachers and students on the teaching method was investigated. Results in PBL teaching group, the scores of learning attitude, learning ability, comprehensive evaluation of holistic nursing, and satisfaction of learning process were scored. The recognition degree of teaching environment and learning effect was better than that of traditional teaching group. The difference between the two groups was significant (P0.01). The clinical teachers' satisfaction with PBL teaching method was higher than that of the traditional teaching group. Conclusion PBL teaching method can improve the learning attitude of interns, improve their learning ability and holistic nursing ability, and provide an environment for interns to promote their intrinsic learning motivation. The teaching method is more in line with the clinical learning needs of interns.
【學(xué)位授予單位】：廣州醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：R47-4;G642

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