本文關(guān)鍵詞：課程改革對中專護(hù)生的職業(yè)能力的影響　出處：《山東大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 中專 護(hù)理 畢業(yè)生 職業(yè)能力 課程改革

【摘要】：目的 了解某中專學(xué)校護(hù)理畢業(yè)生的職業(yè)能力現(xiàn)狀,評價課程改革對職業(yè)能力的影響,為進(jìn)一步的中專護(hù)理教育改革提供理論依據(jù)。 方法 目的抽樣法選取2008級78名護(hù)生(傳統(tǒng)培養(yǎng)方式)和2009級78名護(hù)生(課程改革后培養(yǎng)方式)進(jìn)行追蹤調(diào)查,分別在2011年和2012年的10-12月份,通過對護(hù)士長問卷調(diào)查對畢業(yè)生的職業(yè)能力進(jìn)行評價,比較二組畢業(yè)生職業(yè)能力的區(qū)別。課程改革內(nèi)容包括：為增強學(xué)生的職業(yè)意識,心理社會適能力,增加了職業(yè)道德(36學(xué)時)、衛(wèi)生法律法規(guī)基礎(chǔ)(36學(xué)時)、哲學(xué)與人生(72學(xué)時)、職業(yè)生生涯規(guī)劃(36學(xué)時)等課程；為了增學(xué)生護(hù)理操作能力能力,增加實踐教學(xué)學(xué)時,理論教學(xué)與實踐教學(xué)比大約為1：1.8,《護(hù)理學(xué)基礎(chǔ)》的實踐課時增加為108課時；為了突出護(hù)理專業(yè)實踐能力的培養(yǎng),課程改革增設(shè)了《護(hù)理專業(yè)技術(shù)實訓(xùn)》72學(xué)時,同時在實踐教學(xué)中應(yīng)引入項目教學(xué)法如行動導(dǎo)向教學(xué)、角色扮演、案例教學(xué)等,培養(yǎng)學(xué)生的自主學(xué)習(xí)能力、評判性思維能力及溝通能力等。 采用自編的《中專護(hù)理畢業(yè)生職業(yè)能力調(diào)查表》評估畢業(yè)生的職業(yè)能力,將職業(yè)能力歸納為包括臨床護(hù)理能力、評判性思維能力、自主學(xué)習(xí)的能力、創(chuàng)新能力、溝通能力及心理、社會適應(yīng)能力6個維度共20個條目。每個條目分為的應(yīng)答分為“好”、“中”、“差”三級。采用SPSS17.0進(jìn)行統(tǒng)計分析,調(diào)查對象一般資料采用描述性統(tǒng)計,兩組差異比較采用卡方檢驗。 結(jié)果 調(diào)查顯示用人單位對該校中專護(hù)生的職業(yè)能力總體評價一般,兩級同學(xué)的職業(yè)能力狀況不容樂觀。2008級及2009級畢業(yè)生的職業(yè)能力均較低,各項能力目標(biāo)中評價“好"的均不超60%,其中對2008級畢業(yè)生的職業(yè)能力的評價又低于2009級畢業(yè)生的職業(yè)能力。在臨床護(hù)理能力方面對兩級畢業(yè)生的操作能力的評價“好”的均超過50%,但在對評估能力的評價中均低于30%；評判性思維能力評價中,用人單位對2008級畢業(yè)生分析能力的評價較低,而相對2009級經(jīng)過課程改革其分析能力有了大的提高；社會適應(yīng)能力中的自我調(diào)控能力和抗挫折能力在課程改革前后評價中都較低,“好”的評價不超過26%,急需引起學(xué)校的重視。 結(jié)論 1、中專護(hù)生職業(yè)能力有待提高,作為中專學(xué)校應(yīng)增強學(xué)生職業(yè)能力的培養(yǎng)。 2、進(jìn)行課程改革、教學(xué)方法的改變對中專護(hù)生的職業(yè)能力的提高有一定的促進(jìn)作用。
[Abstract]:Purpose To understand the present situation of vocational ability of nursing graduates in a technical secondary school, to evaluate the influence of curriculum reform on vocational ability, and to provide a theoretical basis for the further reform of nursing education in technical secondary school. Method Objective to investigate 78 nursing students (traditional training mode) in 2008 and 78 nursing students (after curriculum reform) in 2009. In 2011 and 2012 in October to December, through the head nurses questionnaire to evaluate the professional ability of graduates. The content of curriculum reform includes: in order to enhance students' professional consciousness, psychological and social ability, the professional ethics of 36 hours). Basic health laws and regulations of 36 school hours, philosophy and life of 72 hours, career planning for vocational students of 36 hours), and so on; In order to increase the students' ability of nursing operation and increase the hours of practical teaching, the ratio of theoretical teaching to practical teaching was about 1: 1.8, and the practical class of basic nursing was 108 hours. In order to cultivate the practical ability of nursing specialty, 72 hours of practical training of nursing specialty were added in the course reform. At the same time, the item teaching method such as action oriented teaching and role playing should be introduced in practice teaching. Case teaching, etc., to cultivate students' autonomous learning ability, critical thinking ability and communication ability. The vocational ability of graduates was assessed by the questionnaire of vocational ability of vocational school graduates, and the vocational ability was classified into clinical nursing ability, critical thinking ability and independent learning ability. There are 20 items in 6 dimensions of innovation ability, communication ability and psychological ability, social adaptation ability. Each item is divided into "good" and "medium". SPSS17.0 was used for statistical analysis, descriptive statistics was used for the general data of the subjects, and chi-square test was used to compare the differences between the two groups. Results The survey shows that the employers generally evaluate the vocational ability of the secondary nursing students in this school, and the vocational ability of the students at the two levels is not optimistic. The vocational ability of the graduates of class 2008 and class 2009 are all low. No more than 60% of the capability targets rated "good". Among them, the evaluation of professional ability of 2008 graduates is lower than that of 2009 graduates. In clinical nursing ability, the evaluation of the operational ability of the two levels of graduates "good" more than 50%. However, in the evaluation of the ability to assess the lower than 30; In the evaluation of critical thinking ability, the unit of choose and employ persons has a lower evaluation on the analysis ability of the graduates of class 2008, but the analysis ability of the class of 2009 has been greatly improved after the curriculum reform. The ability of self-regulation and anti-frustration in the ability of social adaptation is low in the evaluation before and after the curriculum reform, and the evaluation of "good" is not more than 26, so it is urgent for the school to pay attention to it. Conclusion 1. The vocational ability of nursing students in technical secondary school needs to be improved. 2. The reform of curriculum and the change of teaching method can promote the improvement of vocational ability of nursing students in technical secondary school.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：R47-4;G712

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